Teaching communicative skills in English

Teaching communicative skills in English .

Korganbayeva Xurshida Ulug’bekovna

Teaching communicative skills in English .

Teaching communicative skills in English divided into four part:

LISTENING

SPEAKING

READING

WRITING

Listening has unconditioned character which has the following elements: the desire and ability to listen for the successful recognition and analysis of the sound. As a listener is a processor of language he/she has to go through three processes of listening: 1 PROCESSING SOUND 2 PROCESSING MEANING 3 PROCESSING KNOWLEDGE AND CONTEXT

There are two approaches to listening process: bottom-up and top-down approaches.

Bottom-up: listeners build understanding by sterting with the smallest units of the acoustic message: individual sound or phonemes. These are then combined into words, which in turn, together make up phrases, clauses and sentences. Top-down emphasizes the use of previous knowledge in processing text rather than relying upon the individual sounds and words.

Speaking as a skill of oral communication is considered one of the speech activities. Psychological content of speaking is expressing ideas. In a simpler way speaking as a methodological concept envelops: 1) the process of expressing idea; 2) utterance; 3) oral speech; 4) statement.

We can express our opinion orally in two ways namely monologue and dialogue.

Dialogue and monologue are taught together in practice of teaching methods are looked through separately. If we compare these two types of speech with each other we can see exact difference between them.

The following types of dialogue are recommended to teach at secondary schools: 1. Information 2. Plan 3. Discussion

There are two approaches in teaching speaking induction and deduction approach.

Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences and paragraphs that encode meaning. The reader uses knowledge, skills and strategies to determine what that meaning is. Reader knowledge, skills and strategies include 1. Linguistic competence: the ability to recognize the elements of the writing system: knowledge of how words are structured into sentences. 2. Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another. 3. Sociolinguistic competence: knowledge about different types of text and their usual structure and content. 4. Strategic competence: the ability to use top-down strategies, as well as knowledge of the language.

The goal of reading and the type of text determine the specific knowledge, skills and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results is when the reader knows which skills and strategies are appropriate for the type of text and understands how to apply them to accomplish the reading purpose.

Strategies that can help students read more quickly and effectively include 1. Previewing: reviewing titles, section headings and photo captions to get a sense of the structure and content of a reading selection. 2. Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension. 3. Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions. 4. Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up. 5. paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text.

Writing is characterized by the tree phase structure: 1. Inducement-motivation 2. Analytical-syntactical 3. Operation

There are 4 main approaches to teach writing :

• Text-based approach
• Writer-based approach
• Genre approach
• Communicative approach

Thank you for attention.