Strategies for enhancing speaking skills in and beyond the classroom

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THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN

UZBEKISTAN STATE UNIVERSITY OF WORLD LANGUAGES

ENGLISH LANGUAGE THE FIRST FACULTY

THE DEPARTMENT OF ENGLISH PHONETICS AND PHONOLOGY

strategies for enhancing speaking skills in and beyond the classroom

5111400- Foreign language and literature (English language) for granting bachelor`s degree

QUALIFICATION PAPER

QUALIFICATION PAPER SCIENTIFIC ADVISOR:

IS ADMITTED TO DEFENCE _____ G. Radjabova

Kan Anna Borisovna

The Head of the Department of

English Phonetics and Phonology

____________ H. Paluanova

Tashkent- 2017



ABSTRACT

This research paper is dedicated to the investigation of quality of learners' speaking skills referring to both academic and non-academic vocabulary for the sakes of further improvement and working out more natural communicative process. In spite of the fact that the B2 level learners are in primary positions of researchers, subjects of other levels were also observed to make results more objective and clear. The following learners were subjects of the research : 8A grade pupils of school #182, Chilanzar district, 8K grade pupils of school #6 Sergeli district, students of group 332, 1^st English faculty, UzSWLU. Thus, the aim of the research was totally achieved and additional profitable results were got after final counting of outcomes.



TABLE OF CONTENTS

ABSTRACT

I. STATEMENT OF INTENT

II. LITERATURE REVIEW

II.1 Jeremy Harmer “How to teach English” and Walter Grauberg “The elements of foreign language teaching”

II.2 G.V. Rogova “Methods of teaching English” and J.J. Jalolov “English language teaching methodology”.

II.3 Jack C. Richards And Willy A. Edition “Methodology In Language Teaching”

II.4 Penny Ur “A course in language teaching. Practice and theory” and Penny Ur And Andrew Wright “Five minute activities”

III. PROCEDURES AND PROCESS

III.1 Research plan

III.1.1 Statement of Purpose

III.1.2 Method

III.2 Data Collection

CHAPTER IV. DATA ANALYSIS AND DISCUSSION

IV.1 Comparison of initial quiz results with final quiz results

IV.2 Working with data on individuals and groups

IV.3 Answers to the research questions

V. FINAL REFLECTIONS

Reference List

Bibliography

Internet resources

Appendices



CHAPTER I. STATEMENT OF INTENT

Due to constant modification of all spheres of economical and social life of population of Uzbekistan there is necessity to develop citizens' knowledge of foreign languages. Because of this reason in 2012 our governments adopted The Presidential decree ¹1875 - “On measures of improvement of learning foreign languages” and provided new methods and ways to study foreign languages. The aim of this innovation is to improve knowledge of population in segment of based knowledge of unfamiliar language, and to work out fruitful curriculum in 2013 Uzbekistan officials adopted additional Decree “On measures due to development of functioning of Uzbekistan State World Languages University” (further UzSWLU), which proclaimed this educational institution as scientific basis of further development of system of teaching foreign languages in Uzbekistan.

As it is known language is studied from the point of view of division into four skills : reading, listening, writing, and speaking. The last one is considered to be the most complicated and difficult to implement, that's why we have chosen it as the main topic of this research work. Furthermore, ways of development of non-academic vocabulary for seeks of speaking skills are highly significant for increase learners' ability to sound more naturally, to comprehend real life conversations, and to produce their own speech. That's why proper development of teaching speaking skills is important for successful implementation of English language among population. Due to this reason the topic of “Strategies for enhancing of speaking skills in and beyond classroom” contains interest in deep investigation.

To work out new strategies of further improvement of speaking skill we have investigated both traditional and modern methods of teaching foreign language, and then offer modifications which are suitable for conditions of Uzbekistan.

In order to implement these methods in Uzbekistan conditions the proper research work should be done, for example, to gather data related to the level each week by means of oral test, or tasks like composing dialogues and monologues. By this kind of collecting information it would be less complicated to analyze progress of learners.

For better understanding of how appropriate some particular methods for B2 students it would be better to get group with this exact level, where the possibility of proper conduction of lesson is more possible.

All in all the research work is supposed to be interesting and at least beneficial for further development of system of study of foreign language, particularly, in the field of speaking skills.



CHAPTER II. LITERATURE REVIEW

II.1 JEREMY HARMER “HOW TO TEACH ENGLISH” AND WALTER GRAUBERG “THE ELEMENTS OF FOREIGN LANGUAGE TEACHING”

Development of speaking skills among students with B2 level is crucial issue of contemporary methodology as majority of them have excellent theoretical knowledge of language, such as grammar rules, passive vocabulary, but poor skill in oral speech. This problem has been investigated by many linguists and methodologists around the world and, in general, all of them have suggested their own methods and strategies in enhancing speaking skill which, to some extent, vary from each other. As aforementioned, in this chapter we are going to outline some linguists' fundamental works on methods of aiming to improve speaking skills.

An American scholar Jeremy Harmer in his book “How to teach English” suggests various activities for different levels of students. In his book the author describes different ways of teaching English as foreign language (EFL), focusing mostly on concrete instructions and procedures of lessons rather than on general description of methods. This book is devoted to both experienced teachers and tutors and those who have just started their pedagogical career. In order to make explanation easier the book is divided into chapters, and each of it is devoted to precise explanation of the idea. In this literature review we study only the chapter of improvement speaking skills as far as it is the focus of our work.

The theory presented in the book is pointed to development of speaking skills on particular stages of learning process. Exactly, for learners of elementary and intermediate levels he offers to use such tasks as information gaps, involving of pictures and others tasks, based on the visual sense. From his point of view these introduces can help to memorize as much vocabulary as possible on this particular level.

For those, who have elementary or intermediate level , J. Harmer offers such exercises as surveys and questionnaire. Furthermore, he plans to conduct these activities both between students and between student and teacher (student student, student teacher). As consequence Harmer sees the improvement of learners' ability to conduct interviews spontaneously in real situations with either their peers or people of other ages.

For more advanced students it is possible to use role-plays as speaking activity. Role-plays are useful for improvement of learners' self-confidence and also they give opportunity to use language in situations , which are close to reality. In other words, it is a chance to make language less artificial for learners. He also does not omit involving of discussion, however considering it ineffective and useless, because, during discussion activities it is difficult to evaluate knowledge and abilities of learners adequately. The last statement of Harmer is not fair from our point of view, because in circumstances of well-organized discussion process, its contribution in assessment of learners can be adequate enough.

The division of activities according to the learners' level is also used by Walter Grauberg in his book “The elements of foreign language teaching” .

This book is devoted to teaching of various languages as foreign, since there are general methods and techniques which are fit for many languages. In other words he gives general framework of teaching language. However at the same time, Grauberg explains all the procedures of methods and their conduction in teaching various languages, including English. The book is suitable for teachers and those who want to extent the knowledge in methodology of foreign language teaching.

Saying about instructions for teaching speaking skills ,Grauberg considers that “major task of teacher is to make usage of language less artificial and more natural for learners. For a time language may be prescribed in some wayor, from a different viewpoint.”

Given so as to build up knowledge; then, as learners grow in confidence, they can vary their utterances, express themselves more freely and hence unpredictably. Speaking activities in the classroom can thus be at various points in a spectrum from constraint to freedom within the following five parameters:

1. the extent of variation: no change - limited change - free expression;

2. the extent and nature of constraints: cue cards, symbols, etc. - objective data - free choice;

3. the extent of predictability: formulas - information gap;

4. the extent and nature of interaction: no interaction - pairs, groups - strangers;

5. the extent of realism or personal involvement: role-play - simulations - personal expression.[Walter Grauberg, The elements of foreign language teaching].

These criteria are general for students of various levels, however Grauberg divides them only into two directions:

· Activities for beginners and elementary level learners, for example, drills (horoscope drill, chain drill), reports of pupils on day activities, learners are asked personal information by stranger (e.g. another teacher, advanced student);

· Activities for students with intermediate, upper-intermediate and advanced levels, for instance, conducting conversations, discussions, debates, and others.

Conversation is considered as one of the beneficial methods of teaching, because it achieves such goals as exploration and assimilation of different ways to produce personal speaking activities. So far, a share devoted to working out well conditions for conversations , is developed throughout the book.

If to look for similarities between the book of Harmer and the book of Grauberg, there is the same opinion about teacher's participation during lesson. First of all, both authors claim that the role of teacher is just to instruct learners, to give direction, and participate as less as possible, because all of the methods are student-centered, and do not involve focusing on the teacher. Furthermore , Grauberg thinks “In general teachers will want to promote interaction between pupils rather than play a dominant role themselves, but they can stimulate greater variety and encourage pupils to bring out all their latent knowledge”. In other words, he sees teacher as motivators of learners to speak without any hesitations, to make up dialogues spontaneously, which can improve creativeness of learners in general.

To sum up methods described by these authors, in general we can distinguish following features of their methods:

· Division of activities according to the level of learners. To find out activities with appropriate level of complexity ;

· Teachers' role is limited by instructor, motivator, and evaluator (e.g. feedback after activities)

· There is place for interactive activities between students and teacher in order to develop critical thinking of learners;

· The main goal is to solve the problem of making language more natural and habitual for learners.

II.2 G.V. ROGOVA “METHODS OF TEACHING ENGLISH” AND J.J. JALOLOV “ENGLISH LANGUAGE TEACHING METHODOLOGY”

Generally the problem of naturalizing of language is the crucial one. Because for learners usage of foreign language is limited by classrooms , and they cannot use it outside educational institutions. And Russian methodologist G.V. Rogova in her book “Methods of teaching English” considers that the best way to make language less artificial is to visualize it through various video and audio materials. Since, she includes the principle of visualization into the content of foreign language teaching, and this point appears as one of the substantial criterion of working out the methodology of teaching foreign language, in particular English.

Looking through concretely her views on development of speaking skills, Rogova divides the whole speaking activities into monologue and dialogue speech. And in accordance with such division she suggests different ways of teaching and developing of speaking.

First of all, we are going to observe the ideas of Rogova on the problem of teaching monologue speech. Generally she divides teaching monologue process into three levels:

1. The statement level;

2. Utterance level;

3. The discourse level.

This division does not have any points of touch with the level of learners. Language level of pupils or students influences only on how fast each stage can be completed. According to the opinion of the author these levels are inevitable components of teaching speaking, particulary monologue speech, of students of any language level. So, the statement level supposes the expression of thoughts and opinion through only one sentence. Mostly this sentence is not syntactically complex or it contains neither specific vocabulary nor compound words; it is done by following general formula or frame. As an example we can consider such sentences as : “It is hot today./ My hobby is reading./ I am from Tashkent.”.

The utterance level is defined by introduction of further development of statement. A learner must produce not only bare sentence, but also to complicate it by following explanation or justification. This level is achieved as far as the statement level is totally accepted by learners; the time when pupil is ready for moving to the utterance level is set by teacher according to his opinion about abilities of learner. The sentence at utterance level can be complicated by appropriate examples from real life, for example, “I like reading, because it helps to develop imagination”. In this case we can see that besides general statement “ I like reading” we have justification in face “because it helps to develop imagination”. Another example is: “Personal computer is very useful. . For instance, it helps me in study”.

After completing the utterance level, learners move to the level of discourse. The sense of this stage is to describe something spontaneously, for example picture, range of pictures, tables, and other visual tools. This level is rather different from two previous levels, because it carries only descriptive feature; the ability of learner to tell about something without preparation. However pupil should follow the previous construction of “statement-utterance”.

In general speaking about improvement of production of monologue speech it is based on constant and gradual complication of tasks and content of given exercises.

Teaching of dialogue speech also contains three levels:

1. Receptive level;

2. Reproductive level;

3. Constructive level.

The receptive level supposes passive participation of learners. In particular, it provides only perception of dialogue, its structure and vocabulary through listening or reading. First time a dialogue is presented to students in order to get acquainted with information and order of cues ; as it has been mentioned above the dialogue may be in either audio form (for listening) or in a form of written text (for reading). At this level learners do not have necessity to produce their own versions or to comment the dialogue in a way.

The reproductive level supposes pupils' participation, however still there is little activity from their side. There are three variations of reproduction:

- Immediate, when learners imitate the dialogue, read or listened, just after they get it. The main purpose of this stage is to check learners' pronunciation in general and intonation in particular;

- Delayed, when pupils have already learnt the dialogue and try to enact it within the lesson. The recommendation is to give learners an opportunity to re-listen dialogue in order to recall how to “sound” more naturally;

- Modified , when pupils change some components of dialogue while retelling it. The more modifications they have, the better memorizing of cues they have. To encourage learners to modify dialogue teacher can use pictures. For example, we have cue “Today is rainy” - when it is time to say these statement teacher can show a picture with sunny weather, making a learner to change, or modify, cue. This spontaneity and unexpectedness would help to learner to react immediately and, consequently, to develop his ability to reply in target language.

The constructive level is about making dialogues by pupils. “They are given a picture or a verbal situation to talk about. This is possible provided pupils have a stock of patterns, a certain number of phrases for starting a conversation, joining in, etc. They should use those lead-response units they have learned in connection with the situation suggested for a conversation” [G.V. Rogova, “Methods of teaching English”]. In other words, in this level we can observe the implementation of gathered knowledge of learners.

The perceptive and reproductive levels are aimed at memorizing of certain patterns in learners' minds, in order to make them habitual and natural for use in real life situation. And as logical consequence we see the Constructive method, where pupils try to realize the knowledge they have gained in spontaneous conversations.

The similar ideas of teaching speaking skills we can find in work of J.J. Jalolov “English Language Teaching Methodology” which contains general information about history of development of various methods around the world for successful language teaching , and current conditions of methodology as science. The book is for teachers, who want to learn some peculiarities of teaching English language in Uzbekistan, for example possible problems in perception of grammar rules due to genealogical differences of English and Uzbek languages.

Looking concretely at the methodology aimed at development of speaking skills, it should be said that methods presented by authors are both traditional and modern. Since, they do not neglect the importance and necessity of use of such methods as Audio-Lingual and Direct, considering them in a role of basis of following language learning.

In order to rise fruitfulness of teaching speaking authors offer to study it from the point of view of Rogova, in other word to divide all of the activities into dialogue and monologue speech. However in differ from her position, they provide clear instruction about implementation these methods in teaching process according to the stages of education system of Uzbekistan (primary, secondary and secondary specialized education).

So, generally authors recommend to teach the following types of dialogue at secondary school:

- Information - exchange dialogue.

- Plan - dialogue (outlined in order to work together).

- Discussion - dialogue. To speak one's own ideas.

Information - exchange dialogue is aimed to keep conversation about particular information which is habitual for both participants of dialogue. It requires at least elementary level, because information discussed during the whole action can refer to future or past tense ( for instance, talk about plans for summer holidays).

Plan-dialogue is pre-organized, and has little connection with spontaneous speech. This type of conversation can be used to work out new phrases, or utterance in order to memorize them better. This type of activity is appropriate for all levels, because by modifying it can be implemented among more advanced students. Our addition to this method is use of jargonisms or euphemisms to make them natural for use ( for example, the expression “to be between the jobs” means “unemployed”, in order to soften the meaning of the word we use this expression; memorizing of it can be provided through situational dialogue within lesson). One of the advantage of this type of dialogue : it is not time consuming. That's why teacher has opportunity to ask all of the pupils.

Discussion dialogue, or extended dialogue, where are more than two speakers. The main difference from simple monologue is in the taking turn character of participants' speech, while in monologue we have the speech of only one person. It is also can be implemented only with students with advanced level.

There are some stages of teaching monologues according to the theme:

1. Using the experience of language and personal life

2. Expressing ideas gradually

3. Make all the spoken information together

4. Showing one's own opinion

All of these instruction have general character and they are fit for all levels.

Also authors distinguish two main approaches of teaching speaking, whenever dialogue or monologue: bottom-up (induction) and top-down (deduction) approach. Top-down approach is used for developing dialogue and monologue speech on the basis of teaching text thanks which it is possible to use ready information or situation. In turn within bottom-up approach the teachers present linguistic units then students extend speech using them. At the beginning stage bottom- up approach is more used. It presupposes stimulus and reaction.( J.J. Jalolov, G.T. Makhkamova, Sh.S. Ashurov “English Language Teaching Methodology”).

Furthermore, the authors of this methodological masterpiece consider that teacher should conduct some questionnaire in order to understand topics of interest of his students and to motivate learner to speak by usage of this information. Authors believe that such kind of support from the side of teacher is a good way to encourage learner and rise his self-confidence in a field of speaking skill.

Generally the participation of teacher is spread enough in comparison with two first authors. Both Rogova and Jalolov with his partners think that all of the activities must be kept with active participation of teacher, who controls the way, method, and organization of learner's speech. Teacher is not only passive observer, he is a participant, who can assess students during activities in order to point out mistakes immediately and prevent them in the future. From our point of view such behavior can negatively impacts on learners' wish to speak as much as possible.



II.3 JACK C. RICHARDS AND WILLY A. EDITION “METHODOLOGY IN LANGUAGE TEACHING”

Researching on the issue of development of competence is one of the essential task of methodologists around the world. Mode detailed it is investigated in the article of Kang Shumin “ Factors to consider: Developing adult EFL students' speaking abilities” within `Methodology in Language Teaching” edited by Jack C. Richards and Willy A. Renandya, where he looks through speaking ability of learners from the point of view of development of four types of competence in order to fulfill speaking proficiency among learners. His methodology is aimed at adult learners, and therefore, he offers to analyze deeper the factors influencing on the development of speaking ability among such age group. As it has been mentioned above, the major forming components of well-built speaking proficiency are four types of competence. Here they are:

As the best way to develop these components Shumin offers to use interactive activities and provides the following definition of effective activities: “Effective interactive activities should be manipulative, meaningful, and communicative, involving learners in using English for a variety of communicative purposes. Specifically, they should (1) be based on authentic or naturalistic source materials; (2) enable learners to manipulate and practice specific features of language; (3) allow learners to rehearse, in class, communicative skills they need in the real world; and (4) activate psycholinguistic processes of learning.” [Kang Shumin , Factors to consider: Developing adult EFL students' speaking abilities.]. According to these criteria he offers the following types of activities:

1. Aural: oral activities. These activities are based on the usage of various reports, news, and interviews , adopted according to the level of learners. The sense of method in listening to typed dialogues and following performing the situation. As an example Shumin provides the experiment, provided at Northern Illinois University, where teachers modified news report into jigsaw listening. We would like to implement such kind of activity as comprehensive questioning such as multiple choice test, or true/false task.

2. Visual: oral activities. The lack of experience of communication with native speakers makes teachers introduce video extracts from films and soap operas, appropriate video tapes. The implementation of this type of material has various advantages and participates as motivating material, informative material ( through the speech of actors learners get information about correct pronunciation, intonation, rhythm, and etc.), teaching material (pupils learn how to use vocabulary appropriately). In general this activity provides acquisition of both verbal and non-verbal tools of communication. As an adopted activity we offer to show some extract from modern sitcom with typed scenario and to give a task to imitate the situation.

3. Material-aided: oral activities. The implementation of various reading materials. However the sense is in use of such types of material which can be met in real life situations. As an example Shumin offers to use hotel brochures in order to make up dialogue related to the making of reservation, or menus can be used for making purchases in supermarkets and restaurants. To adapt this methodology in borders of Uzbekistan, we can implement such reading material as directions of public transport or information about the sense of mikrokredit bank system.

4. Culture awareness: oral activities. The importance of cultural aspect cannot be overestimated, because, at least, it plays major role in correct word choice, or non-verbal tools of communication (e.g. how to ask apology or how to translate various words which illustrate emotions, such as “Voy!” in Uzbek and “Oops!” in English ). Generally cultural awareness participates as one of the factors of successful development of fluency and naturalness of sounding of speaker. As possible activity the author offers to take situation where cultural misunderstanding takes place and after observing it to hold a kind of discussion to find out the reasons of loss of correct perception of information. We also would like to provide our potential activity such as study of non-verbal communication tools, for example gestures, and make up role-play as closure of the study.

To sum up the methods provided by Shumin, we would like to say, that, certainly, his ideas have sense, but their matching for teaching English in Uzbekistan are precious for us.

II.4 PENNY UR “A COURSE IN LANGUAGE TEACHING. PRACTICE AND THEORY” AND PENNY UR AND ANDREW WRIGHT “FIVE MINUTE ACTIVITIES”

However, theory is not enough for successful teaching of English, and as we can observe all of the authors above give only general framework for each theoretical issue. Due to this point we feel that there is a necessity to add some concrete direction how to develop speaking skills. The next methodologist, Penny Ur, presents various activities in order to enhance speaking skill for each level, but in accordance with our theme, we mostly would focus on those which are appropriate for B2 level learners. One of the books of P. Ur is “A course in Language Teaching. Practice and Theory”. The book gives concrete range of activities which fulfill the task of teaching English. In difference from other books, this one is aimed to present activities and their possible outcomes rather than theoretical reasoning met at previous authors. “A course in…” can be interesting both for teachers, who want to diversify their lesson, and advanced learners, who are eager to extend their language skills.

First of all, P. Ur defines two types of activities: a) topic-based and b) task-based, where the main distinctive feature is the following: topic-based activities are aimed at the discussion on controversial topic as process is the main purpose ( as in her example, when teacher asks to discuss on two conflicting situations) and task-based activity focuses on discussion as a tool only ( as in presented example, to pick up from given list the major features of good teacher). According to the opinion of the author, task-based activities are more fruitful for learners' fluency and critical thinking, and we agree with her. However, it should be said that on some language levels it is better to provide topic-based activities such as debates.

Continuing observations, presented by Penny Ur, we should mention about her proposals on discussion activities. The whole activities are classified according to the type of work organization : group-work, pair-work, and round-table discussion.

As the activity for group-working, she offers to divide learners into two teams and give them pictures with city and countryside lifestyle. The task is to describe pictures and discuss them within a group, and then between them. In addition, we would like to say that description of advantages and disadvantages of both types of lifestyle can perform as possible modification.

For classes with limited or small amount of learners, Penny Ur offers to conduct pair-work activities, due to the fact that with large number of learners the activity can be too time consuming. Activity, presented as possible example, is to divide learners into pairs and to give them two pictures with small differences, and to ask students to find them and describe. Our extension to this activity is to add the task to make up dialogue, which can appear between characters in the picture.

The activity for round-table is the solving problem speaking discussion. For example, students are told to pretend as an educational advisory committee, which has to advise the principal of a school on problems with students; what kind of advice can they provide to solve these problems; they should discuss their recommendation and possible outcomes. In addition to this activity we offer to conduct additional questionnaire among students like some force majeure situations in order to make students think spontaneously. This activity is mostly for high level students who have more advanced vocabulary and ability to think critically and analytically.

As more interactive activity Penny Ur suggests Role play and related techniques. Furthermore, she divides them according to the levels of learners. For example, Penny Ur , provides the learning of dialogues by heart, which they should perform. However, in differ from the dialogues provided by authors above, she offers conversations with vocabulary which is less academic. It is more appropriate for beginners, because it develops their confidence in speaking, because while performing they practice common situational combinations, and also self-confidence in their use. Additionally performing of dialogues helps to improve intonation and emotional component of speech. The expansion of dialogues she sees in plays, which are read beforehand, or composed by teachers and students. In differ from plays , the role plays are based on the problem to solution situation, written on cards. Students take cards spontaneously and try to improvise. The goal is to develop learners' self-confidence, ability to speak without preparation, and presentation skills.

The last, but not least, component is oral testing, which can be provided as type of assessment. It has several advantages, one of them is to give the opportunity to get more points by those students who have difficulties in written speech, but confident in speaking. As one more positive feature we can add that during oral testing teacher can define concretely the level of speaking of learners.

Looking more particularly at the point of further activities, it is worth having sight at next book of Penny Ur and Andrew Wright “Five minute activities” composed from various activities which can perform as warm-up, linking and closure. All of the activities are describes in details with procedures and different variations in order to make them more appropriate for some particular levels. One of the sample of the presented activity we can take “Three - picture story” activity directed to develop speaking skills among learners with advanced level. The procedure of the activity is based on the division the class into three groups and making up chain story, which connects all of the pictures. The further development of fluency is supposed outcome of this particular activity. For possible modification we offer to take pictures which are familiar to our mentality, for instance, pictures containing national traditions.

To sum up all described authors and their works, we can say that in spite of big range of activities, further modification is necessary. Since each activity has only general direction, which is fit only for medium learner, while in our classes we have pupils with different knowledge of language. That's why in spite of the fact of well done activities, personal ability of teacher to change them appropriately is the crucial point of successful teaching English language.



CHAPTER III.PROSEDURES AND PROCESS

III.1 Research Plan

III.1.1 Statement of purpose

The goal.

v The main aim of this particular research to extend learners' speaking skills referring to both academic and non-academic language for further development of making communicative process more natural.

The objectives:

ü To obtain new spheres of language and learn its specifies, such as jargonisms, slang, idiomatic and colloquial language;

ü To improve fluency of learners;

ü To develop the ability of conscious and spontaneous speech;

ü To work out such techniques which are fully appropriate to learners of our country;

ü To develop English for Specific Purposes via acquisition of terminology and jargons.

The research hypothesis.

The research hypothesis supposes the profitable use of the research results in further development of teaching speaking skills of B2 level students at schools and Universities in Uzbekistan.

The research questions:

· How can speaking skills be developed among Uzbek and Russian speaking people taking into consideration their mentality and culture in Uzbekistan?

· How can we modify old techniques to make them appropriate to modern demands?

· How can learners of various levels be motivated to speak in and beyond classroom?

· Should teachers teach non-academic language within classroom?

· How can we integrate appropriate speaking skills with other skills and aspects?

· How can we improve and integrate both accuracy and fluency at the same time?

III.1.2 Method

A. The subjects.

To make appropriate research we observed totally 44 learners of various age and levels. To be more exact, the experiment took place among two 8 grades pupils (table 1 and table 2) and one group of UzSWLU (table 3). Additionally , in spite of the fact that pupils were of the same age, learners of school #6 were more educated and experienced in comparison with those of school #182( A2 and A1 respectively). In both groups there was overwhelming number of male pupil. Speaking about participants taken from the university, the vast majority had B1 level and female students exceeded in numbers.

In spite of the fact that theme of research work is directed to work out strategies for enhancing speaking skills among learners with B2 level, the taken experiments have allowed to emphasis main trends of developing speaking techniques in and beyond classroom in general. The subject was to develop speaking skills in integration with other language skills and extend it by implementation of non-academic language in educational system. Additionally, while preparing for the lessons, we mostly focused on choosing and modifying authentic materials (as much as possible and focusing on the needs of learners, namely specially created podcasts, situational dialogues, and official speeches and talks. The lesson process has been always verified by types of work: individual work, in pairs, in groups (up to 5 members), and in teams (division into halves for conducting debates or role-plays).



Table 1. Pupils of 8A grade, school #182

¹	Name	Age	Gender	Native language
1	Abdukahharova Risolat	14	Female	Russian
2	Alijanov Shohruh	14	Male	Russian
3	Axatova Madina	14	Female	Russian
4	Ayupov Ilgiz	14	Male	Russian
5	Babakhanov Jahongir	15	Male	Russian
6	Buriev Jahongir	14	Male	Russian
7	Garaeva Rozalina	15	Female	Russian
8	Dasova Valeria	15	Female	Russian
9	Zakirov Shohruh	15	Male	Russian
10	Yuldoshev Daler	15	Male	Russian
11	Kaysarov Samandar	14	Male	Russian
12	Makhkamova Charos	15	Female	Russian
13	Mamadalieva Gulasal	14	Female	Russian
14	Mirakimova Malika	15 15	Female	Russian
15	Mirakhmedova Kamila	14	Female	Russian
16	Mavlanov Abdurakhman	15	Male	Russian
17	Nishanova Navruza	14	Female	Russian
18	Norov Bekhruz	15	Male	Russian

Table 2. Pupils of 8K grade, school #6

¹	Name	Age	Gender	Native language
1	Ayjanov Davron	14	Male	Russian
2	Atajanov Zafar	14	Male	Russian
3	Asatulaev Bakhrom	14	Male	Russian
4	Gulyamov Andrey	14	Male	Russian
5	Yem Dmitriy	14	Male	Russian
6	Jakonova Dilnoza	14	Female	Russian
7	Zakirova Ziyoda	15	Female	Russian
8	Inoyatov Mirzo	14	Male	Russian
9	Kabilova Dildora	14	Female	Russian
10	Karimova Khilola	14	Female	Russian
11	Kurbanazarov Shakhzod	14	Male	Russian
12	Kuchimova Nargiza	14	Female	Russian
13	Li Anna	14	Female	Russian
14	Nurmatova Robiya	14	Female	Russian
15	Redjametov Dilshod	14	Male	Russian



Table 3. Students of Group #332

¹	Name	Age	Gender	Native language
1	Jamilova Gulchekhra	21	Female	Uzbek
2	Kadamboeva Mokhira	20	Female	Uzbek
3	Khudoyberdieva Gavkharshod	22	Female	Uzbek
4	Khusanova Nafisa	21	Female	Uzbek
5	Makhmudova Zebo	22	Female	Uzbek
6	Olimjonova Zilola	23	Female	Uzbek
7	Otajonova Nazokat	21	Female	Uzbek
8	Rakhmatova Gulkhayo	21	Female	Uzbek
9	Turoboeva Visola	22	Female	Uzbek
10	Umarov Botir	22	Male	Uzbek
11	Ernafasova Gavkhar	21	Female	Uzbek

MATERIALS AND EQUIPMENT.

Material :

To work properly and to get our aim we have searched some handbooks and textbooks of foreign, Russian and Uzbek methodologists, and have chosen materials which are necessary and appropriate for our aim , such as:

a) Variety of activities and tasks, which were modified according to the level of learners. In majority of cases , taken activities were implemented in changed version to make process more interesting and profitable;

b) Video and audio material. As it has been said previously, the educational process included authentic material, and in addition to this we used video lessons for developing of pronunciation, vocabulary, and grammar. Furthermore, learners worked with extracts from films, performances, and cartoons;

c) Case studies. To develop logical and critical thinking, which is crucial in building of spontaneous speech, we used case studies as the most suitable technique. Definitely, all of them were chosen according to the level and cultural background of learners.

d) Range of speaking activities and games. As warming up, linking, and closure activities, we widely used different exercises, taken from guidebooks or course books, pure or modified. To the list of such activities we can add questionnaire, brainstorming, role-plays, speaking and pronunciation games, debates, round table discussions, 1-2 minute speech, descriptions, snowball, tongue twisters.

Equipment.

To make experiment and learning process more fruitful and interesting, we widely used both technical and non-technical equipment. To speak more particular about the last, the blackboard was always included into lessons, because it is the quickest way to present new information or topic.

To mention about technical equipment, in all three educational establishments there was full technical support in type of projectors, TV sets, and PC.

PROCEDURE.

Variables

Dependent variable. To the list of dependent variable we include the all methods of traditional and modern methodology directed to the enhancing of speaking skills among EFL learners of different levels;

Independent variable. The all technical and non-technical equipment, their background knowledge as well are taken as the notions of independent variable;

Moderator variable. This type of variable impacts on the relationships between two previous kinds of variables, to this category we can attribute learners' life experience and interests, academic knowledge, age, gender, social and cultural aspects of their education and other non-language points;

Control variables. This type of variables the less controlled, because it is presented by subjects themselves, by learners. Due to this, this variable defines the success or failure of the whole experiment;

Intervening variable. Intervening variable is the reflection of efficiency of taken steps and implemented methods. From our point of view it is highly dependent on the control variable.

Methods and techniques used during the lessons.

In the following paragraph we would like to present the several methods with appropriate modifications, which were introduced during the lessons to increase speaking skills level among subjects. Each method was introduced several times, and from time to time we implemented slang or jargon words to make learners' speech more natural. Furthermore, this vocabulary helped them to understand authentic material collected from movie extracts and song lyrics.

Generally all of the activities were divided in two major kinds:

By types of speaking skills:

By gradation of complicity:



It should be said that each activity was modified and implemented during all of the lessons. The general goal was to increase speaking ability among examined learners and to enlarge their knowledge of non-academic language, which is crucial in development of fluency.

Method “Snowball”

This method is held in a line of learners, whose task is to repeat the word of previous participant and add his own. The next participant repeats the word of the first and the second learners and adds his word also, and in this way till the end of the line. The objective is to work with vocabulary either memorize or recall.

The first acquisition with task was taken on the first stages of research. There were two levels of complexity, for A1 level and B1 level, however according to the results, the most successful group was 8K , then students of group , and on the third position 8A. The criteria were: a) vocabulary; b) logical coherence; c) frequency of answers (how quick participants could repeat and add their sentences).

In two weeks after this study the method was introduced second time, and complicated by involving of picture. After the second holding of a method the indexes of all the participants slightly increased.

Method of picture description

This method supposes the description of particular picture and aimed to develop both skills: to describe the object and to evaluate its features appropriately in order to make it understandable for other learners.

Modification: for both 8 grades the pictures were connected with relevant topics according to course book “Fly High”. Furthermore, the procedure was as the following: learners were divided into several groups and each of them got a picture. Then, participants should present their description to other teams. So, besides development of language skills, speaking and writing, the transferable skills were also improved.

Story telling method

This method can be conducted both individually and in groups, depending on the general number of learners. The task is to continue the story which begins from phrases “Once upon a time…”, “Long time ago…”.

Modification: the first time , when the method was implemented it was given without any change. Later the following modifications were presented:

a) Story telling method + Fortunately/Unfortunately game. As it is known this game is also based on the narration, and due to this it is similar to the method itself. But to make it more efficient for learners we defined such limitations as: vocabulary (e.g. 8K had to use only those words which are related to music), tense or tense aspect (8A had to use only Passive Voice), topic (Group 332 had to speak only about situations related to the teaching and studying process);

b) Story telling method + “floating word” game. Mostly game supposes to make up a sentence with appeared word. In our case we conducted this integration of methods in pair work. Two learners were telling story and the rest showed them words in the cards one by one. As “tellers” saw the word, they should use it in their narration. The main criterion was to keep the main idea of narration. All three groups got different words, and as method was implemented several times the words in the cards changed every time depending on the particular goal of an activity : to revise vocabulary or to learn new.

Situational conversations

The procedure was the next: all learners were divided into teams, each team chose the card with situation and within 5-7 minutes prepared the conversation.

Modification: first of all, each topic was related to the contemporary or previous topic according to the curriculum. However, for learners with higher level ( group 332) this method was implemented as pre-activity. Later, when method had become more familiar for learners, the vocabulary of non-academic character was introduced. Exactly, when learners picked up the topic additionally they got list of slang or jargon words, which must be used in conversations.

All in all the method of Situational conversations was based on pre-speaking stage, where learners had opportunity to write the “scenario”. However the methods of role-plays, dialogues, and interviews were based on the spontaneous speech. Learners just took topic or task and prepared only 1-2 minutes then they presented. These methods were introduced on the third or fourth weeks of the experiments due to the fact that overwhelming majority of learners with low language level ( schoolchildren) did not have experience of spontaneous speech. But, learners with higher level got these tasks from the first weeks.

Usage of video/audio materials

In order to develop learners' awareness about acquisition of native speakers' speech we widely used video and audio extractions where native speakers presented topics or conversations. The tasks varied according to the level of learners, the aim of the audio/video use, and situation. Speaking more particular about the last one, if learners were tired or exhausted less complicated task was implemented. The task were the following: to solve the test on the basis of the material, to pretend the pronunciation, to read script, lyrics, or scenario, to repeat the scenes from the video.

Modification. For schoolchildren in majority of cases, especially at the initial stages of the experiment, the content of video and audio material was directed onto the development of Grammar aspect. Through these audio\video materials we achieved such goals as: a) development of listening skills; b) pronunciation, as learners were made to repeat after speaker some phrases and utterance; c) enriching of vocabulary and grammar aspect; d) development of outlook since some videos carried culturally marked features (e.g. description of tradition, holidays).

For university students audio\video materials were mostly related to the pedagogical field, e.g. videos about different methods and techniques. Special place within usage of electronic material is taken by case study. Since this method develops language and transferable skills of learners, its implementation was extremely fruitful for students as far as they are future teachers.

Regardless the grade or level, each experimental group got task to perform the scenes from the video materials, for example, episodes from popular sitcoms.

Moreover, besides described methods others were used to develop such aspect as pronunciation (tongue twisters, drilling patterns), vocabulary (crosswords, jumbled words), because formation of develop speaking skills is complicated process which is based on such bricks.

III.2 Data collection

The whole research was aimed to work out strategies for further enhancing of speaking skills by introduction of non-academic vocabulary. To collect data for analysis we conducted quiz not only at the beginning of the experiment but also at the end in order to identify their progress. For each experimental group we created appropriate quizzes, which can be found in Appendix. Moreover, if at the initial quiz the use of non-academic expressions and words were not expected and demanded, at the ultimate check this point was taken as one of the criteria of assessment.

The first investigated group 8K , school ¹6 Sergeli District, participated in the research from November 7 to December 26, and initial quiz was based on the topic “Literature and Life” according to the main course book “Fly High 8”, and the final quiz was about “Cinema”.

The second investigated group 8A, school ¹182 Chilonzar district, participated in the research from February 6 to March 31. The experiment in this group took the same 7 weeks as at the previous because of spring holidays. The initial and final quizzes were based on the topics “Famous for…” and “Painting and sculpture” respectively.

The third experimental group ¹332 was from UzSWLU . the participants were examined from November 7 to December 26. The quizzes were also based according to the curriculum : initial test - “Foreign language teaching” and “Classroom investigation”. In the case of this group the majority of vocabulary was correlated to the pedagogical field and classroom language.

Each group had different levels of language, in spite of the fact that two of them were the children of the same age, but group 8K was more skilled and informed in language field. Below we present assessment criteria and diagrams which contain information of results of the initial quiz.

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