Uzbekistan state university of world languages english language the first faculty the department of teaching english methodology

Results collected during pre-test lesson

Pre-test has been taken with the aid of lesson plan taken from “TEENS ENGLISH 6” in order to enhance speaking and fluency through teaching pronunciation in the lesson. Results were recorded during the lesson by researcher. To discover what aspects of learning skills are in need of improvement all subjects were examined during the lesson according to

• 
  Vocabulary
  
• 
  Lexical competence
  
• 
  Spelling
  
• 
  Pronunciation
  
• 
  Coherence
  
• 
  Fluency
  

№	Address	vocabulary	Lexical competence	Spelling	Pronunciation	Coherence	Overall mark
1	Ahmedova Sh	3	4	4	3	5	4
2	Abdurahmonova M	4	3	3	3	4	3
3	Ahmedova M	4	3	4	4	4	4
4	Bahodirov A	3	4	4	4	5	4
5	Hamroyev Sh	2	2	3	4	4	3
6	Hakimov J	3	4	3	3	4	3
7	Hakimjonova M	5	3	4	3	4	4
8	Izzatullayeva G	4	4	5	5	5	5
9	Jo'rayeva R	5	4	2	3	3	3
10	Mirjalolova M	2	2	3	3	3	3
11	Nazirova J	3	4	4	3	3	3
12	Nurullayeva L	4	3	3	4	3	3
13	Qahhorova Z	3	3	2	3	4	3
14	Qodirov J	4	3	3	3	3	3
15	Rahmatullayev A	5	5	5	5	5	5
16	Rahmatullayeva Sh	3	4	5	4	4	4
17	Salomov N	3	4	3	4	5	4
18	Saidbekov J.	3	3	3	2	3	3
19	Saidumarov B.	3	4	4	4	4	4
20	Shavkatova R.	4	4	3	3	3	3
21	Shamsiddinov M	4	4	4	3	4	4
22	Shamsiyev N	3	4	3	4	5	4

Results collected during post-test lesson

After finalizing a lesson with the help of techniques and approaches to enhance speaking researcher used this lesson plan to collect the data about changes of learning ability and results of skills in subjects and especially changes in usage of speaking and pronunciation. All the subjects were assessed on the same criteria to define alterations in their language skills the same as the pre test assessment

Vocabulary

Lexical competence

Spelling

Pronunciation

Coherence

Conduction of the lesson all recorded results were assessed in the same way according to scale from 0 to 5 and mean number was calculated by the same formula as during pre-test calculations. To show the post-test details following table with all data including mentioned above speaking skills criteria is given:

№	Address	vocabulary	Lexical competence	Spelling	Pronunciation	Coherence	Overall mark
1	Ahmedova Sh	4	3	4	4	5	4
2	Abdurahmonova M	4	5	4	4	4	3
3	Ahmedova M	4	5	5	5	4	5
4	Bahodirov A	3	4	4	4	5	4
5	Hamroyev Sh	4	3	4	4	4	4
6	Hakimov J	3	4	3	4	4	3
7	Hakimjonova M	5	3	4	4	4	4
8	Izzatullayeva G	4	4	5	5	5	5
9	Jo'rayeva R	5	4	3	4	3	3
10	Mirjalolova M	2	3	3	4	3	3
11	Nazirova J	3	4	4	4	3	3
12	Nurullayeva L	4	3	4	4	3	3
13	Qahhorova Z	3	3	4	5	4	4
14	Qodirov J	4	3	4	4	4	4
15	Rahmatullayev A	5	5	5	5	5	5
16	Rahmatullayeva Sh	3	4	5	4	4	4
17	Salomov N	3	4	4	4	5	4
18	Saidbekov J.	3	3	3	3	3	3
19	Saidumarov B.	3	4	5	4	4	4
20	Shavkatova R.	4	4	3	4	3	3
21	Shamsiddinov M	4	4	4	3	4	4
22	Shamsiyev N	4	4	3	4	5	4

It is clear from the table that there was a notable increase in the results of pronunciation and spelling . Similarly Learners achieved a good improvement in Lexical resources and vocabulary as well. Accordingly overall score increased by 3 % and constituted to 76 %

Subjects	Pre test assessment In General	post test assessment In General
Vocabulary	72 %	74 %
Lexical competence	69 %	70 %
Spelling	75 %	77 %
Pronunciation	74 %	80 %
Coherence	67 %	69 %
Overall results	73 %	76 %

Answers to research question

After completing the research the researcher can state that Speaking os an indispensable skill among English language skills and it requires perseverance and hard work to achieve the outstanding results and to become a good and fluent user of a language. Pronunciation is a pivotal factor which formulates language and also one of the most challenging feature of English language speaking.

This investigation is intended to find appropriate and effective approaches to enhance speaking and pronunciation as well and according to post test results it can be stated that communicative method and speaking activities are the most straightforward and worthwhile to hone learners ' speaking and pronunciation

This study has shown that learners are not only motivated but also prepared to take on pronunciation development at the introductory level, exhibiting a qualitative awareness of pronunciation learning. These characteristics permit them to apply linguistic aspects of pronunciation, such as rules, to efforts in achieving meaningful and successful communicative exchanges.

Furthermore, the collaborative and interactive learning environment of the interpersonal audio discussions encouraged the development of pronunciation skills because it provided opportunities for students to use self-regulatory strategies connected to the L2 motivational self-system, channel and develop the ideal L2 self, and hone pronunciation skills collaboratively through meaningful, communicative tasks.

Final reflection

This Research paper is performed to apply mainly a straightforward and applicable usage of speaking and pronunciation techniques through teaching English lessons for 6th grade learners. The surveyer worked on current thesis both theoretically and practically. Throughout the research, he investigated all the data related the research topic such as, internet sources, linguistic books and the other researchers’ works, which had already been done so that researcher himself would be able to conduct his research accurately.

The researcher has made investigation for nearly 3 months. Throughout this period, he has found out a great deal of important qualification and points, which are very crucial in lesson improvements. Besides that, he faced variety of difficulties that made him obtain requisite credentials for his future career.

Moreover, the procedure of teaching seemed rather difficult for the investigator, as he had never undergone such situation and worked in a real teaching conditions. As a result of the teaching practice at school that lasted for almost two months, investigator is able to teach real learners. Although researcher observed the classes during several lessons and acquainted with the subjects beforehand, it was clear that there are some gaps in knowledge and experiench should be filled with more practice and further learning .

To sum up, researcher should consider that he has done remarkable work to complete the research. This research has provided important and helpful insights of teacher’s profession characteristics.

III. List of the Used Literature

Reference List:

1. Teens’ English 6 “O’zbekiston” nashriyot-matbaa ijodiy uyi. Toshkent 2019

2. Statements of the Oliy Majlis of the Republic of Uzbekistan, 1997, № 11-12, article 295; collection of legislation of The Republic of Uzbekistan, 2007, № 15, article 150; 2013, № 41, article 543; national database of legislation, 05.01.2018, № 03/18/456/0512

3. President Decree 4947«On Uzbekistan’s development Strategy " February 7, 2017.

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1 Statements of the Oliy Majlis of the Republic of Uzbekistan, 1997, № 11-12, article 295; collection of legislation of The Republic of Uzbekistan, 2007, № 15, article 150; 2013, № 41, article 543; national database of legislation, 05.01.2018, № 03/18/456/0512

2 Kennedy, S. & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185.

3 Burgess, J. & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191-215.

4 Burgess, J. & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191-215.

5 Lord, G. (2005). (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania 88(3), 557-567.

6 Kelly, G. (2010). Fluency and anxiety in self-access speaking tasks: The influence of environment. Computer Assisted Language Learning, 23(4), 361-375

7 Kelly, G. (2010). Fluency and anxiety in self-access speaking tasks: The influence of environment. Computer Assisted Language Learning, 23(4), 361-375

8 Long, M. (2009). Methodological principles for language teaching. In M. Long & C. Doughty (Eds.), The Handbook of Language Teaching (pp.373). John Wiley & Sons.

9 Elliott, R. (1997). On teaching and acquisition of pronunciation within a communicative approach. Hispania, 80(1), 95-108.

10 Spada, N. (2007). Communicative language teaching: Current status and future prospects. International Handbook of English Language Teaching (pp. 271-288). .

11 Kelly, G. (2010). Fluency and anxiety in self-access speaking tasks: The influence of environment. Computer Assisted Language Learning, 23(4), 361-375

12 Smith, B., Alvarez-Torres, M., & Zhao, Y. (2003). Features of CMC technologies and their interaction. Computers in Human Behavior, 19,703-729.

13 Moyer, A. (2007). Do language attitudes determine accent? A study of bilinguals in the USA. Journal of Multilingual and Multicultural Development, 28 (6), 502-518