Teaching types of speech activity
Student of Andijan State Institute of Foreign Languages Abdullajonova Rayhona Arabjon qizi +998886630603
Abdullajonovarayhona874@gmail.com Scientific Supervisor: Qodirova Nargiza
Anmerkung. In diesem Artikel werden die Arten von Sprechaktivitäten und die Methoden ihres Trainings analysiert. Grundsätzlich wird der Unterrichtsprozess des Sprechens auf Deutsch mit der usbekischen Sprache verglichen. Der Artikel analysiert eingehend Möglichkeiten zur Entwicklung des Sprechens, des Hörverständnisses, der Lese- und Schreibfähigkeiten, methodischer Ansätze und des kommunikativen Ansatzes im Sprachunterricht. Jede Art von Sprechaktivität ist eine wichtige Phase des Sprachenlernens, und sie entwickeln sich in gegenseitiger Abhängigkeit
Annotation. This article analyzes types of speech activities and methods of their training. Basically, the teaching process of speaking in German is compared with the Uzbek language. The article analyzes in depth ways to develop speaking, listening comprehension, reading and writing skills, methodological approaches, communicative approach in language teaching. Each type of speech activity is an important stage in language learning, and they develop interdependently.
Schlüsselwörter: Sprechaktivität, Deutsch, Methodik, kommunikativer Ansatz, Sprachunterricht, Lesen, Schreiben, Hören, Sprechen
Keywords: speaking activity, German, methodology, communicative approach, language teaching, reading, writing, listening, speaking
Speech activity is a means of satisfying basic communicative needs of a person. In any language learning process, four main types of speech activities are distinguished: listening comprehension, reading, writing, and speaking. These skills are seen as complementing and reinforcing each other. In modern language teaching methodologies, the integrated training of these four skills is required. The same is true for the study of German. This article examines each type of speech activity separately and analyzes the differences, similarities, methodological approaches in their teaching in Uzbek and German. In addition, the types of exercises used in the formation of each skill, the structure of the lesson, the role of the teacher, and methods of working with students will be extensively covered.
1.Listening comprehension skills. Steps of Teaching Listening Comprehension in GermanTypes of Listening Material (Audio Recordings, Video, Live Speech)Exercises: Global, Selective and Detailed Comprehension. Phonetic differences in the Uzbek language and German, problems of pronunciation. The role of context in listening comprehension. Listening comprehension is one of the core skills in language acquisition. It not only supports oral communication but also helps internalize pronunciation, intonation, rhythm, and syntactic structures of the foreign language. In German language learning, listening plays a particularly crucial role due to the language’s phonetic complexity and sentence structure. Steps of Teaching Listening Comprehension in German.
The teaching of listening skills generally follows a three-phase structure: 1. Pre-listening phase – This phase prepares learners by activating prior knowledge, introducing key vocabulary, and setting the context. It may include prediction exercises, discussion questions, or vocabulary brainstorming. 2. While-listening phase – During this stage, learners engage with the audio material. The teacher may focus on: Global comprehension: understanding the general meaning or topic. Selective comprehension: identifying specific information (e.g., numbers, names, dates). Detailed comprehension: analyzing and understanding all elements of the text.
3. Post-listening phase – This involves reflection and integration of the content through follow-up tasks like summarizing, discussion, role-play, or writing a response. Types of Listening Material. A variety of materials should be used to expose students to different accents, speaking speeds, and contexts: Audio recordings: radio broadcasts, podcasts, dialogues, songs. Video materials: TV programs, films, vlogs, documentaries. Live speech: conversations with native speakers, guest lectures, interviews, or teacher-led storytelling. These materials should be both authentic (real language use) and didactic (adapted for learners’ levels), depending on the objectives of the lesson.
Exercises for Different Comprehension Levels. Global comprehension tasks: identifying main idea, mood, or theme of a recording. Selective listening: finding specific data (e.g., price, time, place). Detailed comprehension: understanding cause-effect, opinions, or implied meanings. Matching tasks, true/false questions, gap-filling, sequencing events, and answering open-ended questions are effective formats. Phonetic Differences: Uzbek vs. German . Uzbek and German differ significantly in phonetic structure: German includes umlauts (ä, ö, ü), the ‘ch’ [ç] and [x] sounds, and the glottal stop, all of which are absent in Uzbek. Stress patterns in German are more variable, whereas Uzbek generally follows a more regular stress system. German consonant clusters can be challenging for Uzbek speakers (e.g., Strasse, Frühstück). Vowel length (kurz/lang) in German can change word meaning, a phenomenon not present in Uzbek.
2. Speaking skills. Basic principles of the development of conversational speech in German. Practicing forms of dialogue and monologue. Exercises aimed at expressing free expression on social topics. Ways to improve speech flexibility and vocabulary. Role plays, interactive lessons in language teaching. Conversational competence in German is considered one of the central goals in foreign language acquisition. To master spoken German, learners must develop not only correct pronunciation and intonation, but also the ability to spontaneously produce context appropriate responses, use appropriate vocabulary and grammatical structures, and maintain coherence in longer dialogues or monologues.
Developmental Principles of Conversational Speech in German. One of the basic principles in developing speaking skills is communicative orientation, meaning that learners should use the language not for rote repetition but for authentic communication. Language teaching should therefore simulate real-life situations, where learners have to interact spontaneously and meaningfully.
The development of speaking skills follows a spiral model: initial basic speech patterns (greetings, self-introduction) gradually evolve into more complex communicative tasks (debating, expressing opinion, storytelling). Another key aspect is automatization – learners should be exposed to a sufficient amount of practice to internalize language structures to the point where speech becomes fluid and automatic. This involves repetition, but always in communicatively meaningful contexts.
Practicing Forms of Dialogue and Monologue. In language classrooms, both dialogue and monologue forms of speech are essential. Dialogues foster interactive communication and help learners react to partners’ input, while monologues encourage organized, extended speech such as presentations or storytelling. For dialogue practice, some effective strategies include: Information gap activities, where students must communicate to complete a task. Interviews and peer questioning. Structured role-plays simulating everyday scenarios: shopping, asking for directions, making appointments.
For monologue practice, learners can be tasked with: Describing pictures or experiences. Giving short presentations on familiar topics. Narrating a story or summarizing a text. Exercises Aimed at Free Expression on Social Topics. These tasks not only build linguistic skills but also promote critical thinking and intercultural awareness, especially when comparing perspectives from the target language culture (German speaking countries) with the learners’ own.
3. Reading skills. Strategies for working with text. Types of texts taught in German: Informative, Fictional, Formal Style. Development of reading technique: speed reading, selective reading. Understanding the meaning of a word based on context. Comparative analysis with Uzbek language teaching
4. Writing skills. Stages of formation of writing competence in German. Types of written speech: essay, letter, formal appeal. Correct application of grammatical structure, spelling and punctuation. Creative Writing Exercises: Story Making, Screenwriting. Criteria for evaluating written works
5. Integration of types of speech activities. Methods of joint use of speech activities in the classroom. CLIL (Content and Language Integrated Learning) training. Task based learning and Project-based learning methods. State Technologies in German and Uzbek language teaching: online platforms, multimedia tools
Training of speech activities is at the heart of every language teaching system. An integrated development of listening, speaking, reading and writing is important for mastering a German language. Each type of speech is related to a different type and reinforces each other. Therefore, emphasis should be placed on a comprehensively integrated approach to lesson planning. The effectiveness of the language teaching process increases through a communicative approach, interactive exercises, the use of autistic materials. For teachers, this means the need to update their knowledge and skills, to use modern methods.
References
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