Oriental Renaissance: Innovative, VOLUME 1 | ISSUE 5

educational, natural and social sciences ISSN 2181-1784

Scientific Journal Impact Factor SJIF 2021: 5.423

DEVELOPING EFFECTIVE COMMUNICATION SKILLS

Mukhiddinova Dilafruz Mansurovna,
Sodiqova Sayyorakxon Talabovna,
Jurayeva Zulaykho Shamsidinovna,
English Language Teachers,
Kokand State Pedagogical Institute
Abstract: The aim of this investigation is to seek out the explanations which
impede the process of acquiring speaking skills, to work out the students’ needs and
improve the efficiency of teaching English as a far off language. As the effective
teaching of foreign languages is predicated on communication and therefore we
decided to specialize in developing speaking abilities in order to overcome the
barrier and teachers should create self-confidence in them. By realizing this goal,
teachers should know their students better. The questionnaire covered the students’
needs and problems in mastering communicative skills. According to the students’
answers to the present questionnaire new approaches of teaching speaking skills are
developed.
Keywords: communicative skills, effectiveness, language barrier, approach.
РАЗВИТИЕ ЭФФЕКТИВНЫХ КОММУНИКАЦИОННЫХ
НАВЫКОВ
Муҳиддинова Дилафруз Мансуровна,
Содиқова Сайёрахон Талабовна,
Жураева Зулайхо Шамсидиновна,
Преподаватели английского языка
Кокандский государственный педагогический институт
Аннотация: Целью этого исследования является поиск объяснений,
препятствующих процессу приобретения навыков речи, изучение
потребностей учащихся и повышение эффективности преподавания
английского языка как далекого языка. Поскольку эффективное преподавание
иностранных языков основывается на коммуникации и поэтому мы решили
специализироваться на развитии говорящих способностей, чтобы преодолеть
барьер и учителя должны создать в них уверенность в себе. Реализуя эту цель,
учителя должны лучше знать своих учеников. Анкета охватывала
потребности и проблемы учащихся в овладении коммуникативными навыками.
По ответам студентов на настоящий вопросник разработаны новые подходы
к обучению навыкам говорения.
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 Oriental Renaissance: Innovative, VOLUME 1 | ISSUE 5
educational, natural and social sciences ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423

Ключевые слова: коммуникативные навыки, эффективность, языковой

барьер, подход.
SAMARALI KOMMUNIKATSIYA KO‘NIKMALARINI
RIVOJLANTIRISH
Muhiddinova Dilafruz Mansurovna,
Sodiqova Sayyoraxon Talabovna,
Jo’rayeva Zulayho Shamsidinovna,
Ingliz tili fani o’qituvchilari,
Qo’qon davlat pedagogika instituti
Annotatsiya: Mazkur tadqiqotdan maqsad nutq ko‘nikmalarini olish
jarayoniga to‘sqinlik qiladigan vositalarni qidirish, o‘quvchilarning ehtiyojlarini
o‘rganish va ingliz tilini uzoq til sifatida o‘qitish samaradorligini oshirishdan
iboratdir. Chet tillarini samarali o‘qitish kommunikatsiyaga asoslanayotgani va
shuning uchun biz nutqdagi to‘siqlarnini bartaraf qilish uchun muloqot qobiliyatini
rivojlantirishga ixtisoslashishga asosiy e’tiborimizni qaratdik. Ushbu maqsadni
amalga oshirishda o‘qituvchilar o‘z o‘quvchilarini yaxshi bilishlari shart
ekanliklarini misollar yordamida izohlab o’tdik. Anketa o‘quvchilarning
kommunikatsion ko‘nikmalarni egallashga bo‘lgan ehtiyojlari va muammolarini
qamrab oldi. Talabalarning ushbu savolga bergan javoblari bo‘yicha so‘zlash
ko‘nikmalarini o‘rgatishga yangi yondashuvlar ishlab chiqildi.
Kalit so’zlar: kommunikativ ko‘nikmalar, samaradorlik, til to‘siqlari,
yondashuv.
INTRODUCTION.
The purpose of this study is the development of speech skills in studying
English, and also improving the effectiveness of training English as a foreign
language. For solving this problem, first of all, it is necessary to find out students’
needs, what problems they face in English language during training process, which
obstacles impede rapid development and the development of speech skills; secondly,
which training methods can be used to motivate students to speak and develop speech
skills. This study puts goal to identify ways of development in communication skills
for foreign language students. To solve this problem, it is necessary to figure out
what communication is.
Modern encyclopedia gives the following definition of the term
"communication": Communication (Latin communicatio, from communico - make
common, bind, communicating). Communication, transmission of information from
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 Oriental Renaissance: Innovative, VOLUME 1 | ISSUE 5
educational, natural and social sciences ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423

person to person - specific form interaction of people in the processes of their

knowledge, employment activities carried out by mainly through the language.
(Modern Encyclopedia. 2000.)1
Representative of Communicative E. I. Passov (1991) considered the method
of training, that "communicativity is that our training should be organized so that by
their basic qualities, it was like a process of communication." Therefore, it is
necessary to approximate training process by nature of the real communication
process. We must know that students need to be provided foreign language
instruction in organic unity with active communication. Based on this, E. I. Passov
determines how he should present educational material, how to organize training and
control for the educational process to have communicative orientation.2 The figure –
Foreign Language Teacher's Wear should not be focused on formal presentation of
educational information and formal knowledge control, speech skills and skills of
trainees, and organization of communication and personal self-expression of students
are also very crucial for the process.
However, even if organization of the lesson is well-formed, it must be taken
into account student individuality, problems with which they may encounter. One of
the common problems are language barrier that interferes with development
communication skills. Language barrier often develops from the fact that a person is
afraid to make a mistake in the conversation. Reasons for the appearance of a
language barrier in students’ communication is still not clear. It can be a fear to
commit error, and shyness, and bad pronunciation, and fear of being ridiculed or look
stupid, etc. There are students who take very hard to make them talk. It can be
related to both the character of the student and the culture of the area where he lives,
and even sometimes with family upbringing. Teacher’s role in this case, prevents the
appearance or rids of the student in language barrier. J. Harmer (2001) in such cases
suggests using a pair or group work that will provoke silent students talk.3 When such
students work in pairs or mini groups, they experience less excitement, and start
talking. The communicative approach is based on the idea that learning language
successfully comes through having to communicate real meaning. When learners are
involved in real communication, their natural strategies for language acquisition will
be used, and this will allow them to learn to use the language. The communication
approach is widely used in the lessons, and the teacher will help to remove language

1
Modern Encyclopedia, 2000. Russia, Avanta + Publishing House
2
Passov E.I. 1991. Communicative method of teaching foreign language speaking. Moscow. Education
3
Harmer. J, How to teach English. Longman, Malaysia. 2001. 352 p .
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educational, natural and social sciences ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423

and psychological barrier, students will disappear fear of speaking English. From
time to time, students will acquire self-confidence rhetoric. Students who are
studying foreign language cannot speak the language or speak freely without any
self-confidence. (Brown, 1994). 4 Communicative approach assumes automation of
speech skills through the use of new textual structures and vocabulary in student
speech in class. “Training Game Form” material combined with professionalism and
teachers bring great results.
Here is a great overview of why communication skills are important.5

Successful communication can deepen relations in personal life or

professional life. In personal life, they can help us understand better people and
situations that happen on a daily basis. Developing communication skills can help us
avoid conflicts, compromise and help in better decision making. Although we can
develop certain communication skills, communication is more effective if it is
spontaneous than when it follows certain formulas. The spoken word has a different
echo of spontaneous spoken speech.
Of course, it takes time and effort to develop these skills and become a
successful speaker. The more effort and practice, the communication skills will be
more spontaneous and more instinctive.
THE RESULTS OF THE STUDY.
For the purpose of identifying causes slowing down the process mastering
speech skills, which was compiled students’ questionnaire. The questionnaire
covered the following types of questions:

4
Brown. D, 2000. Principles of Language Learning and Teaching Longman: San Francisco State University
5
https://blog.smarp.com/top-5-communication-skills-and-how-to-improve-them
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educational, natural and social sciences ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423

a) what types of learning skills do English students consider the most

important?;
b) what are the sensations of students tested in the process of speaking?;
c) how much time do students spend learning English?;
d) for what purpose are they studying English?;
e) how do they evaluate educational materials?;
e) how do they assess the classroom environment?;
g) how often do students talk on English?;
h) what types of training activities do they consider the most effective for the
development of spoken speech?;
CONCLUSIONS.
After analyzing the data, it became possible to change tactics teaching, work on
educational materials and identify problems that slow down the process of
assimilation and the development of conversational skills. The following species have
been proposed: activities that activate speech skills.
1. Involvement of students in mini conversations. Teacher either by himself
or with students choose a topic. Students discuss this topic in small groups, or in pairs,
exchange ideas. If the topic involves a solution to any problems, then students have to
solve this problem in groups and then exchange opinions. The next stage is to discuss
the decision, which group was optimal or most acceptable.
2. Description of the picture. Teacher shows a picture of people talking to
each other to the group. Students in couples or in mini groups reflect on what people
in the picture can talk, cry, taking into account the situation, place and other
circumstances.
3. Show a video. Students is viewed only part of the movie. Then they are
offered in mini groups or in pairs to discuss the continuation of the film. Students put
forward their assumptions. Then the entire film is shown. Exactly the same work can
be done with reading or listening to text. Students are given only part of the text, or
proposed listen to an incomplete text version and then in groups to discuss the
intended ending or the denouement of the plot.
4. Dialogues. Dialogs can pursue different objectives. With the help of it,
information can be easily gathered in the form of interviews, discussion of any
significant events or simply improvised situation where students should use certain
phrases and expressions.
5. Role-playing games. Role-playing game - methodical reception belonging
to the group active ways of learning practical proficiency in a foreign language. Role-

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playing game is a conditional its participants' knowledge in real practical activities

among people, creates the conditions of real communication. For example, you can
give the following task: "You are all participants in the international scientific student
conference. And you take turns you will act as a speaker, participant a conference
that has the right to ask a question: Speaker, Translator and Chairman conferences.";
or another example: teacher calls the theme of the role-playing game, and then asks
students to compile various situations, affecting various aspects of this topic.
6. Monologues. Monologues including short speeches, reports, presentations
and oral résumés help students organize their speech and reproduce it. Having
practiced all the above activities, good results were obtained in mastering speech
skills. The effectiveness of the training here is due to the primarily by increasing
motivation and interest in the subject. Group activities have a positive effect on
identity of the trainee.
They provide an opportunity to create and unite team, create a friendly
atmosphere in class and the joy of communicating with like-minded people. Training
process at such a training method is close to the process of communication and is
aimed at practical use of the language. Situations which simulated in role-playing,
allow to approximate speech activities in real life communication classes, which
corresponds to the main principle of the communicative method.
Communicative approach as a foreign language instruction gives positive
effect to students to have the opportunity in communicating English by using real
life situations. Students do not learn the language for confirming the fact that they
"know" foreign, but for real communication with the help of activities such as
discussion, role-playing, problem solving, and etc.. Lessons pass lively, interesting,
thereby motivating students are entertaining to learn the language.
Thus, working in groups gives opportunity for all students to participate
actively in discussions and develop speech skills. In addition, students working in
mini groups or in pairs feel less embarrassed or ashamed, not embarrassed of their
pronunciation; besides students are produced such necessary qualities such as self-
confidence, self-sufficiency and ability to work in a team. Good planned speech
activities motivate students to speak.
REFERENCES:
1. Modern Encyclopedia, 2000. Russia, Avanta + Publishing House
2. Passov E.I. 1991. Communicative method of teaching foreign language speaking.
Moscow. Education
3. Harmer. J, How to teach English. Longman, Malaysia. 2001. 352 p.

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educational, natural and social sciences ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423

4. Brown. D, 2000. Principles of Language Learning and Teaching Longman: San

Francisco State University
5. https://blog.smarp.com/top-5-communication-skills-and-how-to-improve-them

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