







































Volume 02 Issue 11-2022 93 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 93-99 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

ABSTRACT 

This article outlines to describe speaking as a type of speech activity, taking this type of speech activity today in the 

process of learning a foreign language, being the main distinguishing features of speaking, naming the varieties of 

monologue and dialogue, being the importance of supports in teaching foreign languages, justifying the importance 

of this support for high school students, students non-linguistic universities and being the feature of testing skills and 

abilities students in this type of speech activity. 

 

KEYWORDS 

Characteristics of speaking, structure of speaking, monologue, dialogue, Technology of speaking; 

INTRODUCTION

Characteristics of speaking. Speaking, or expressive 

speech, is a complex multifaceted process that allows 

oral verbal communication along with listening. [1] The 

content of speaking is the expression of thoughts in 

oral form. Speaking is based on pronunciation lexical, 

grammatical skills. With the communicative method, 

  Research Article 

 

TEACHING FOREIGN LANGUAGE SPEAKING 
 

Submission Date: November 05, 2022, Accepted Date:  November 15, 2022,  

Published Date: November 30, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue11-13 

 

 

Ravshanova Nasiba Karamatovna 
A Senior Teacher Of Foreign Language Department Karshi Engineering-Economics Institute, Uzbekistan 

  

 

Journal Website: 

https://theusajournals.

com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

https://doi.org/10.37547/ajps/Volume02Issue11-13
https://scholar.google.co.in/scholar?q=TEACHING%20FOREIGN%20LANGUAGE%20SPEAKING
https://www.mendeley.com/search/?page=1&query=
https://theusajournals.com/index.php/ajps
https://theusajournals.com
https://doi.org/10.37547/ajps/Volume02Issue11-13
https://doi.org/10.37547/ajps/Volume02Issue11-13


Volume 02 Issue 11-2022 94 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 93-99 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

we rely on the scheme "Formation of the skill of 

developing speech skills", while it is important to 

understand that the skill is formed in conditions 

adequate to speech. 

The structure of speaking as a type of speech activity. 

Communication of speaking with listening and other 

types of speech activity. Consider the external 

structure of speaking. It consists of the following parts: 

 Motivational-incentive: creating an idea for the 

statement for what (need), why (motive, motivation of 

the interlocutor) and what to say (goal); 

 Analytical-synthetic: at this stage, the 

preparation of the implementation of the idea of the 

statement takes place. When speaking in a foreign 

language, students need to select the words stored in 

memory (analysis) and include them in a speech whole 

(synthesis) to implement the plan. In order for words 

to be stored in memory, it is necessary that they 

acquire paradigmatic and syntagmatic connections, 

the more these connections, the higher the 

“readiness” of the word to be included in speech. 

 Paradigmatic connection involves associations 

when comparing words on various grounds. 

Syntagmatic connections play a special role for 

speaking, that is, the combination of a word with other 

words. During the analysis, units of a foreign language 

that are ready for use are selected (for example, May I 

come in, I am on duty ...). The motor plan is triggered, 

verbal means are recalled. In synthesis - completion, 

construction, combination - grammatical structuring of 

a phrase, which is very difficult when learning a foreign 

language (for example, the student has the phrase I am 

a pupil in his head. He needs to be told that we are 

students. There is a replacement I → we, am → are + 

the transformation of the plural of the noun pupils is 

added. He chooses what is at the ready, i.e. am and 

pupil - interference is turned on); 

 Control and executive - external design of the 

statement and control, the task of which is to signal 

possible errors and contribute to their correction. This 

requires a standard, which is formed as a result of 

language practice. 

All of these parts make up the structure of speaking as 

a type of speech activity. There is a close relationship 

between speaking and other types of speech activity, 

primarily listening. Linguistic and psychological studies 

of speech activity indicate that oral and written forms 

of communication, with all their inherent features, 

aren’t separate systems, nor are receptive and 

productive types of communication. If we turn, for 

example, to the comparative characteristics of 

listening and speaking, then it should be stated that 

they are characterized by complex mental activity 

based on inner speech and the prediction mechanism. 

The main difference between these two processes is 

their final links - encoding of information for speaking 

https://doi.org/10.37547/ajps/Volume02Issue11-13
https://scholar.google.co.in/scholar?q=TEACHING%20FOREIGN%20LANGUAGE%20SPEAKING
https://www.mendeley.com/search/?page=1&query=
https://theusajournals.com/index.php/ajps


Volume 02 Issue 11-2022 95 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 93-99 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

and decoding for listening. The coding process involves 

mastering the phonological system of the language. 

Listening that is not supported by speaking can lead to 

distortion of auditory images and hinder the formation 

of acoustic-articulator skills. 

A brief comparative analysis of the two forms of oral 

communication testifies not only to the close 

interaction of listening and speaking, but also to their 

organic connection with reading and writing. Writing 

arose on the basis of sounding speech, as a way of 

fixing the sounds of a language in order to save and 

subsequently reproduce information. Reading is, as it 

were, a transitional form from speaking to writing, 

combining the features of both. Each speech activity is 

normally provided by the joint work of several 

analyzers, however, the function of each of them 

remains strictly differentiated, and the relationship 

between the analyzers is dynamic, mobile, changing 

during the transition from one form of speech 

communication to another. For example, the 

relationship between auditory and speech-motor 

analyzers is not absolute, but depends on many 

factors, primarily the complexity of mental activity, the 

form of communication (oral or written), the language 

difficulty of the text, the speech experience of 

students in their native and foreign languages, etc. 

Two forms of speaking, dialogical and monologue 

speech: 

 A monologue is a speech of one person 

expressing in a more or less detailed form his thoughts, 

intentions, assessment of events, etc. 

 Dialogue is a form of speech in which there is a 

direct exchange of statements between two or more 

persons. 

The unit of teaching dialogic speech is dialogic unity 

(DU - a set of two adjacent statements, replicas, 

interconnected in content and form). The unit of 

teaching monologue speech is the super phrasal unity 

(SFU) - a complex syntactic whole, a segment of 

speech in the form of a sequence of two or more 

sentences, united by the common theme into semantic 

blocks. [2] 

The distinction between dialogic and monologue 

speech is arbitrary, since monologue speech also 

provides for the presence of a listener and therefore, 

as it were, is included in dialogic, more precisely, in oral 

speech communication, which is dialogic in nature. 

Many scholars believe that dialogue is the most natural 

form of oral speech. Therefore, in most cases, a 

strategy has been adopted for teaching oral speech 

from dialogic to monologue speech. You can consider 

the dialogue from different points of view, give it a 

linguistic, psychological and extralinguistic 

characteristic. The linguistic characteristics of dialogic 

and monologue speech are especially important. 

https://doi.org/10.37547/ajps/Volume02Issue11-13
https://scholar.google.co.in/scholar?q=TEACHING%20FOREIGN%20LANGUAGE%20SPEAKING
https://www.mendeley.com/search/?page=1&query=
https://theusajournals.com/index.php/ajps


Volume 02 Issue 11-2022 96 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 93-99 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

The content of teaching speaking traditionally, there 

are three components of the content of teaching 

speaking: linguistic, psychological and methodological. 

The linguistic component consists in the reproduction 

of language and speech units that are acquired in 

certain educational situations within the framework of 

specific topics; psychological - in mastering the skills 

and abilities of expressive speech; methodological - in 

the ability to use supports, consciously perform the 

operations necessary for the implementation of 

speaking, create your own supports for mastering 

monologue speech. 

Supports in teaching speaking. Supports in the 

development of speaking skills and abilities are 

linguistic, speech and meaningful. The latter are 

subdivided into verbal and non-verbal. Their number 

and choice are determined depending on the specific 

learning conditions: 

 age and level of general education of students; 

 level of language proficiency; 

Features of the speech situation; 

 the nature of the speech task / the degree of 

understanding of the speech task all participants in the 

communication; 

 individual characteristics of the personality of 

students. 

When teaching a monologue statement, they use 

various types of supports. For example: 

 visibility (picture, story in pictures, schematic 

crochet drawing, photograph, poster, filmstrip, real 

object); 

 text (of any content, but simple in terms of 

language, plot, descriptive, informative, which 

students can present, discuss, etc.); 

 topic (formulated at various levels of 

abstraction and relating to different spheres of life and 

educational activities); 

 maxim (proverb, aphorism or catch phrase, 

which can give rise to a monologue composition); 

 exposition (small material – newspaper a 

message, a caricature, a theatrical program, an 

announcement, a micro story, a presentation of 

different points of view - everything that contains 

problems, an incentive for discussion, an expression of 

one's attitude, etc.; [3] 

At the initial stage, pictorial supports, it is important 

that the supports are complex (aimed at both the 

linguistic form and the content of speech): pictures, 

series of pictures, videos - to master the skills of using 

previously learned language material (lexical, 

grammatical) in independent statements. The 

sequence of using supports at the younger stage: 

https://doi.org/10.37547/ajps/Volume02Issue11-13
https://scholar.google.co.in/scholar?q=TEACHING%20FOREIGN%20LANGUAGE%20SPEAKING
https://www.mendeley.com/search/?page=1&query=
https://theusajournals.com/index.php/ajps


Volume 02 Issue 11-2022 97 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 93-99 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

 subject and visual presentation; 

 text; 

 situation; 

 topic. 

This sequence changes to middle and high stages of 

learning, where it is widely used as a support for 

development of monologue skills basic scheme 

(beginning, main part, and conclusion). The 

subsequent dynamics of the development of 

monologue skills is in the direction from describing 

pictures on a topic to building a story on a topic close 

to the student (my family, my class, gym, etc.).  

The text as a constant support in teaching speaking. Of 

particular note is the importance of such a support as 

text, when teaching languages training. Working with 

the text involves performing a series of exercises 

related to its retelling. Retelling the text on questions, 

keywords, etc. with expanding the context, replacing 

situations in the text, inventing the end of the text 

according to the first part read, etc. develops many 

qualities of monologue skills. [4] 

Work with the text, especially at the stage of improving 

monologue skills, takes place in creative exercises 

(discussion of the actions of the characters, a critical 

assessment of actions and events, etc.). The topic, as a 

rule, is the final stage of work on improving the 

monologue statement. Firstly, the text outlines the 

speech situation quite fully, and the teacher only needs 

to use it to generate students' speech statements and 

partially modify it with the help of speech settings and 

exercises. Secondly, well-selected texts have a high 

degree of information content, which means that they 

predetermine the content value of students' speech 

utterances and contribute to the realization of 

educational learning goals. 

Thirdly, authentic texts of various genres provide a 

good linguistic and speech support, a role model, a 

basis for compiling your own speech statements 

according to the model. 

The value of the supports: they unload memory, help 

to structure the statement (where to start, what to say 

next, how to complete the statement), take into 

account three levels of speech generation 

(motivational-motivational, analytical-synthetic and 

executive). 

Technology of speaking teaching Goals of teaching 

speaking. The main goal of teaching speaking is to 

develop students' ability to carry out oral speech 

communication in a variety of situations. After 

graduation, the following requirements are put 

forward for the level of preparation of graduates in the 

field of speaking. Graduates should be able to: 

 engage in dialogue in situations of formal and 

informal communication in household, socio-cultural 

https://doi.org/10.37547/ajps/Volume02Issue11-13
https://scholar.google.co.in/scholar?q=TEACHING%20FOREIGN%20LANGUAGE%20SPEAKING
https://www.mendeley.com/search/?page=1&query=
https://theusajournals.com/index.php/ajps


Volume 02 Issue 11-2022 98 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 93-99 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

and educational and labor spheres, using 

argumentation, emotional and evaluative means; 

  talk, reason in connection with the topic 

studied, problems of read/listened texts, describe 

events, state facts, make messages; 

 create a verbal socio-cultural portrait of their 

country and countries of the target language. 

Conclusion. Factors that determine the success of 

learning to speak. The success of teaching speaking 

depends on the individual age characteristics of 

students, on the linguistic and discursive 

characteristics of texts, and, finally, on the motivation 

of students and learning conditions. It is obvious that 

speaking skills are not formed by themselves; they 

need to be taught in accordance with the stages 

described above and using special exercises. An equally 

important condition for successful learning to speak is 

the systematic monitoring of the formed skills and 

abilities of speaking. Methods and forms of control 

must meet the following requirements: 

 Perform not only control, but also training 

function. 

 Be adequate, that is, aimed at checking one 

forms of communication. 

 Be interesting to learners and fit them age 

features. 

 Do not require effort to check and process the 

results. 

Graduates of schools with in-depth study of a foreign 

language should have speech skills that would allow 

them to communicate in more situations, while 

inaccuracies are allowed with the use of language 

means. 

Training of graduates of gymnasiums and linguistic 

lyceums should be distinguished by such a level that 

would allow them to use the language, taking into 

account professionally oriented and personal interests. 

Their statements should be characterized by a variety 

of language means, the development and validity of 

judgments. [6] 

The following parameters are certain indicators of the 

level of formation of speaking skills: 

• the number of words/phrases in the message; 

• the number of simple and complex sentences; 

• the number of replicas in the dialogue; 

• the ability to behave adequately to the goals and 

objectives of communication; 

• linguistic means used by the speaker (variety, 

degree of thematic generalization, correctness of 

use); 

• the semantic value of the statement (degree of 

information content, coherence, deployment, 

correspondence to the situation). 

https://doi.org/10.37547/ajps/Volume02Issue11-13
https://scholar.google.co.in/scholar?q=TEACHING%20FOREIGN%20LANGUAGE%20SPEAKING
https://www.mendeley.com/search/?page=1&query=
https://theusajournals.com/index.php/ajps


Volume 02 Issue 11-2022 99 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 93-99 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Publisher: Oscar Publishing Services 

Servi 

Speaking skills, which are the object of control at the 

senior and profile-oriented stage of education: 

• to conduct a conversation in connection with the 

content of what is read, heard; 

• make a coherent message (prepared); 

• as well as a detailed story with the expression of 

one's own opinion and the message of a narrative 

and descriptive character; 

• make an unprepared statement on a topic / 

situation; 

REFERENCES 

1. Гальскова Н. Д. Современная методика 

обучения иностранным языкам / 

2. Н. Д. Гальскова. — М. : Аркти-Глосса, 2000. — 165 

с. 

3. Пассов Е. И. Урок иностранного языка в средней 

школе / Е. И. Пассов. — М. : Просвещение, 1988. 

— 223 с. 

4. Соловова Е. Н. Методика обучения иностранным 

языкам : базовый курс лекций / Е. Н. Соловова. — 

М. : Просвещение, 2002. — С. 164–186. 

5. Бим И. Л. Общая методика обучения 

иностранным языкам: хрестоматия / И. Л. Бим. 

— М. : Рус. яз., 1991. — 288 с. 

6. Димент А. Л. Творческие упражнения при работе 

над устной речью / А. Л. Димент, М. В. 

Столпникова // Иностр. яз. в школе. 2013. — № 8. 

—С. 91–92. 

7. Клементенко А. Д. Теоретические основы 

методики обучения ИЯ 

8. в средней школе / А. Д. Клементенко, А. А. 

Миролюбов. — М. : Педагогика, 1981. — 454 с. 

 

https://doi.org/10.37547/ajps/Volume02Issue11-13
https://scholar.google.co.in/scholar?q=TEACHING%20FOREIGN%20LANGUAGE%20SPEAKING
https://www.mendeley.com/search/?page=1&query=
https://theusajournals.com/index.php/ajps

