DEVELOPING STUDENTS' SPEAKING SKILL THROUGH

COMMUNICATIVE LANGUAGE TEACHING

CONTENT
INTRODUCTION ……………………………………………………………….3
CHAPTER I. BACKGROUND INFORMATION ABOUT SPEAKING
SKILLS
1.1 General note on speaking competence …………………... 5
1.2 The significance of improving speaking skills .…….…....14
CHAPTER II. DEVELOPING STUDENTS' SPEAKING SKILL THROUGH
COMMUNICATIVE LANGUAGE TEACHING
2.1 Communicative language teaching for the development of speaking ……….15
2.2 Benefits of using various methods in enhancing speaking skills……………24
CONCLUSION……………………………………………………………….… 28
THE LISTOF USEED LITERATURE …….……………………………….…29
 INTRODUCTION
Learning foreign languages in Uzbekistan has become very vital since the
primary days of the Autonomy of our nation which pays much consideration to the
rising of instruction level of individuals, their mental development. Some time
recently this decree The President оf Uzbekistаn Shavkat Mirziyoyev marked the
Declare №2909 “On measures for further development of the Higher education
system” on April 21, 2017. This declare plays as the fundamental establishment to
the last one.
At the same time, video selectors and meetings dedicated to improving the
system of teaching foreign languages are being held under the chairmanship of
President Shavkat Mirziyoyev. "Since we have set ourselves the goal of building a
competitive state, from now on school, lyceum, college and university graduates
must know at least 2 foreign languages perfectly. This strict requirement should
become the main criterion for the activity of the head of every educational
institution," said Shavkat Mirziyoyev[1,5].
Actuality of the coursework: The significance of improving speaking skills
is paramount in the realm of language education today. With English being a
global lingua franca, proficiency in spoken communication is essential for effective
interaction, academic success, and professional advancement. Students, often at the
early stages of their language learning journey, face unique challenges in
developing fluency, pronunciation, and confidence in speaking English. Hence,
there is a pressing need for effective methods and strategies tailored to their
specific needs and proficiency levels.
The aim of the coursework is to explore and implement effective methods
for enhancing the speaking skills in English. By addressing the specific needs and
challenges faced by Students, the coursework seeks to equip them with the
necessary tools and techniques to communicate confidently and fluently in real-life
situations. The overarching goal is to facilitate their progression towards higher
proficiency levels and foster a lifelong love for learning English.

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 In accordance with the main aim, the following tasks are outlined to achieve
effective improvement in speaking skills:
- to give general note on speaking competence
- to examine the significance of improving speaking skills
- to investigate communicative method for the development of speaking skills of
a2 level earners
- to study benefits of communicative language teaching methods in enhancing
speaking skill
The subject of the coursework revolves around the effective methods of
improving speaking skills of English. It encompasses a wide range of pedagogical
strategies, techniques, and resources designed to address the unique needs and
challenges faced by learners at this proficiency level.
The object of the coursework is to analyze, implement, and evaluate the
efficacy of various methods for enhancing the speaking skills. By focusing on
practical applications and real-world scenarios, the coursework aims to empower
learners to communicate confidently and effectively in English-speaking
environments.
Theoretical value of the coursework lies in its contribution to the field of
language education, specifically in the area of second language acquisition and
pedagogy. By examining and applying theories of language learning and teaching,
the coursework enriches our understanding of effective strategies for developing
speaking skills.
Practical value of the coursework encompasses its relevance and
applicability in real educational contexts. By providing teachers with practical
methods and techniques for improving speaking skills, the coursework equips them
with valuable tools for enhancing classroom instruction.
Structure of the course work consist of an introduction, two chapters,
conclusion and the list of used literature.

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 CHAPTER I BACKGROUND INFORMATION ABOUT SPEAKING
SKILLS
1.1 General note on speaking competence
Speaking competence constitutes a crucial aspect of their language acquisition
journey, pivotal for effective communication in English. At the A2 proficiency
level, learners are typically characterized by basic competence in understanding
and producing simple sentences and expressions. However, they often encounter
challenges in articulating their thoughts fluently, accurately, and confidently in
various communicative contexts [2,23].
One of the fundamental aspects to consider regarding the speaking
competence is their limited vocabulary and grammar knowledge. At this stage,
learners may possess a repertoire of elementary vocabulary and grammar
structures, but they often struggle to apply them spontaneously and appropriately
in conversation. As a result, their spoken output may be characterized by frequent
pauses, grammatical errors, and lexical inaccuracies, impeding the flow and
coherence of communication.
Another noteworthy factor influencing speaking competence at the A2 level is
learners' lack of exposure to authentic language input and interaction. Students
may have limited opportunities to engage in meaningful conversations with
proficient speakers or to immerse themselves in English-speaking environments.
Consequently, their speaking skills may remain underdeveloped, as they lack the
necessary linguistic input and communicative practice to refine their spoken
proficiency [2,65].
The psychological factors associated with language learning, such as anxiety
and self-consciousness, can significantly impact the speaking competence. The fear
of making mistakes or being judged by others may inhibit their willingness to
participate actively in speaking activities, leading to reluctance or reticence in
expressing themselves orally. Overcoming these psychological barriers is essential
for fostering a supportive and encouraging learning environment conducive to the
development of speaking skills.
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 Effective instructional strategies and methodologies play a pivotal role in
addressing the speaking competence. Teachers must adopt a learner-centered
approach that caters to the individual needs, interests, and learning styles of
learners. Incorporating a variety of interactive speaking activities, such as role-
plays, discussions, and presentations, can provide Students with opportunities to
practice and improve their speaking skills in a supportive and engaging setting
[3,21].
Scaffolding and gradual progression are key principles in guiding Students
towards speaking proficiency. Teachers should scaffold speaking tasks by
providing linguistic support, modeling language use, and offering constructive
feedback to help learners overcome linguistic challenges and build confidence in
their speaking abilities. Additionally, providing ample opportunities for
meaningful interaction and communicative practice in authentic contexts can
enhance learners' fluency, accuracy, and confidence in spoken English.
Developing speaking competence is a multifaceted process that requires
attention to linguistic, psychological, and pedagogical factors. By addressing
learners' linguistic needs, providing authentic language input, fostering a
supportive learning environment, and employing effective instructional strategies,
educators can empower Students to communicate confidently and effectively in
English. Ultimately, nurturing speaking competence of the student lays the
foundation for learners' continued language development and success in their
language learning journey [3,44].
The challenges and considerations outlined in the provided text resonate
deeply with the endeavor to enhance the speaking competence. In navigating this
terrain, primary class teachers shoulder a significant responsibility, acutely aware
of the impact their instruction has on students' foreign language acquisition. They
are keenly cognizant of the need for accurate pronunciation, intonation, and
rhythm, not only to validate their teaching programs but also to ensure alignment
with the expectations of secondary modern language specialists.
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 Speaking proficiency poses demands on both teachers and students. For
learners, it entails grappling with various aspects such as discriminating between
speech sounds, accurately reproducing them, acquiring new pronunciation patterns,
and internalizing different stress patterns in the target language. Moreover, learners
must cultivate the confidence to express themselves authentically in a foreign
medium, transcending the constraints of their native language and embracing a
new linguistic identity. In essence, they must feel empowered to inhabit a new
persona, exploring emotions, intentions, reactions, and the intricacies of language
with the same freedom and spontaneity as in their mother tongue [3,51].
Creating an environment conducive to linguistic exploration and expression is
paramount for teachers. This entails fostering an ethos where learners feel
encouraged to experiment, make mistakes without fear of judgment, and use their
mother tongue as a scaffold for learning the target language. By embracing a non-
judgmental approach and acknowledging the child's use of their native language,
teachers can cultivate a more creative and expansive use of the foreign language.
In facilitating verbal communication, teachers play a pivotal role in
scaffolding learners' attempts to express themselves in the target language. While
formulaic expressions initially form a substantial part of learners' linguistic
repertoire, teachers must guide them towards more complex and authentic
communication. This involves transcending the confines of one-word responses to
questions and encouraging fuller utterances that demonstrate learners' evolving
communicative competence.
Teachers must highlight the multifaceted nature of language and the myriad
ways in which communication can occur beyond verbal means. Non-verbal cues
such as intonation, facial expressions, gestures, and reactions to others' speech play
a crucial role in conveying meaning and fostering understanding. By sensitizing
learners to these non-verbal aspects of communication, teachers expand their
repertoire of communicative tools and enhance their overall speaking competence.
Ultimately, the journey towards speaking proficiency for Students is marked
by constant negotiation between the familiar and the unfamiliar, the formulaic and
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the creative. Teachers must strike a delicate balance between providing structured
language input and encouraging authentic expression, guiding learners towards a
deeper understanding of how language works and empowering them to
communicate effectively in diverse contexts. Through patient guidance, supportive
encouragement, and a nuanced understanding of learners' needs, teachers can pave
the way for meaningful language acquisition and communication [4,18].
In the pursuit of fostering speaking competence, teachers must adopt a
dynamic approach to language instruction, one that emphasizes language creation
rather than mere reproduction. This entails providing a learning environment that
encourages risk-taking, uncertainty, and problem-solving, thereby instilling in
learners a real sense of purpose and agency in their language acquisition journey.
Central to the development of speaking competence is the cultivation of
communicative competence, as outlined by Canadian researcher Canale. This
encompasses four key components:
1. Grammatical competence: A solid foundation in vocabulary, pronunciation,
and grammar is essential for effective communication. Learners must possess the
knowledge and skills to navigate the linguistic structure of the language with
accuracy and fluency.
2. Sociolinguistic competence: Understanding how to use language
appropriately in different social contexts is crucial. This involves making decisions
about formal versus informal language use, expressing politeness, and adapting
language register to suit the situation.
3. Discourse competence: Mastery of discourse conventions is vital for
engaging in meaningful conversations. Learners should be proficient in initiating,
sustaining, and concluding conversations, as well as managing topics, turn-taking,
and intervening appropriately.
4. Strategic/pragmatic competence: The ability to employ communication
strategies when faced with challenges or breakdowns in communication is
essential. This includes seeking clarification, using circumlocution, and employing
tactics to maintain communication flow [4,63].
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 Achieving proficiency in these components of communicative
competencerequires exposure to authentic language use in meaningful contexts.
Similar to the acquisition of the mother tongue, learners progress through a
developmental process that prioritizes language use in communicative activities.
However, there is also a need for focused attention on language form, allowing
learners to consciously refine their language skills and develop greater control over
their speech.
Consciousness-raising activities that draw attention to language rules and
structures can complement communicative tasks, helping learners monitor the
correctness and appropriateness of their utterances. This balanced approach
promotes both accuracy and fluency, as well as social, discourse, and pragmatic
features of language use.
To initiate speaking development in a foreign language, teachers can begin by
exploring the functions of communication through stress-free and enjoyable
activities. These may include memory games, songs, rhymes, poems, and
storytelling, which engage learners emotionally and physically in the language
learning process. Dramatization activities tap into learners' sense of theatre and
appreciation of audience, providing opportunities to practice language in authentic
contexts.
Moreover, integrating language learning activities into the broader primary
curriculum fosters a seamless learning experience for learners. By aligning
language instruction with other subject areas, teachers can create a cohesive
learning environment that promotes language acquisition through diverse and
engaging activities.
Speaking competence is nurtured through a holistic approach to language
instruction that prioritizes authentic communication, conscious language
awareness, and meaningful engagement with language in various contexts. By
providing a rich and stimulating learning environment, teachers empower learners
to take ownership of their language learning journey and develop the skills
necessary for effective communication. For example, if we consider length of
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utterance, the introduction of connectors (and, but, which) and modifiers (rather,
enough) can be introduced at an early stage in the process during the daily routine
slot where the children are talking about the weather. For example, weather is fine
today weather is fine, but it is rather cold only does the child have the satisfaction
of hearing themselves say «more», but they can also be encouraged to reflect on
the change in the intonation pattern occasioned by the introduction of the
connectors and modifiers. A pattern can then be established in the child's mind
[5,21]. Equally, there is an expectation set up in their mind that they should be
willing to expand on utterances, giving opinions, agreeing, disagreeing - all
features of natural conversation in the mother tongue. Teachers need also to engage
the child's activity in the foreign language within the parameters of their current
competence but always with an eye to expecting more and celebrating more.
Where breakdowns in communication occur, as they will inevitably, then the
sensitive teacher allows the child to revert to the mother tongue and will translate
for the child, thereby setting up a paradigm of foreign language learning which is
again consonant with the ways in which the primary class teacher operates in other
areas of the curriculum - namely, providing «knowledge» on a need-to know basis,
personalizing the input according to the interests, needs and learning styles of each
child. There is an example that is given in practical part, showing how an activity
can (a) be connected to an area of the primary curriculum (Math’s); (b) allow the
children to move gradually from stress-free listening structured speaking to more
open-ended speaking; and (c) encourage the children to develop learning strategies
[5,48].
A teacher should use in his work: At first a teacher should know what a
child learn by. There are some points. Children learn by:
Having more opportunities to be exposed to the second language
Making associations between words, languages, or sentence patterns and
putting things into clear, relatable contexts
Using all their senses and getting fully involved; by observing and copying,
doing things, watching and listening
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 Exploring, experimenting, making mistakes and checking their
understanding
Repetition and feeling a sense of confidence when they have established
routines
Being motivated, particularly when their peers are also speaking/learning
other language shave three main and important sources of interest in the classroom.
They are pictures, stories and games: the first being obviously mainly a visual
stimulates the second both visual and aural; and the third using both visual and
aural channels as well as activating language production and sometimes physical.
Three very important sources of interest for children are an importance of
these sources of aural stimulus is relatively easy to tolerate: even young learners
will work for a while in silence without searching for something to listen to. This,
however, is not true of the visual, which is a very dominant channel of input: so
much so, that if young learners are not supplied with something to look at that is
relevant to the learning task in hand they will find and probably be distracted by
something that is not most obvious type of visual material for children is the
picture: and the more clearly visible, striking and colorful the better. On the whole,
professionally drawn pictures or photographs are used: those in the textbook, or
colored posters, or pictures cut from magazines. But there is also a place for the
teacher's own quick sketches on the board (however unprofessional and untidy!);
and of course, for the children's own drawing children love having stories told to
them (even adults continue to enjoy it!); and older ones begin to read for
themselves. Moreover stories - in contrast to pictures or even games - are pure
language: telling a story in the foreign language is one of the simplest and richest
sources of foreign language input for younger learners most effective combination
in teaching is pictures and stories together: and the success of use of picture-books
with young learners has been attested by many are essentially recreational 'time out
activities whose main purpose is enjoyment; language study is serious goal-
oriented work, whose main purpose is personal learning. Once you call a language-
learning activity a 'game' you convey the message that it is just fun, not to be taken
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too seriously: a message I consider anti-educational and potentially demoralizing.
Very occasionally we do play real games in the classroom, (at the end of a course,
for example, or as a break from concentrated work); but to call something a game
when our goal is in fact serious learning may harm the learning - and/or, indeed,
spoil the 'game'! - as well as being dishonest are some more sources of interest for
children: physical movement (dancing, gymnastics, aerobics); drama (mime, role
play, putting on plays); projects (exploring a topic and making booklets or displays
on it); doing decorative writing or other graphic design further dangers are: first,
the tendency of some teachers to call activities 'games' for the sake of raising initial
motivation, when they are not in fact games at all ('Let's play a game: I'll give you
a word, you tell me how it is spelt!'); second, the danger that the obvious activity
and enjoyment caused by a game may obscure the fact that its contribution to
learning is minimal., another definition of 'games' ignores the implication of non-
serious recreation and concentrates rather on their quality as organized action that
is rule-governed, involves striving towards a clear goal through performance of a
challenging task, and provides participants and/or onlookers with a feeling of
pleasurable tension. Children in general learn well when they are active; and when
action is channeled into an enjoyable game they are often willing to invest
considerable time and effort in playing it. If we design our games in such a way
that they are productive of language learning they become an excellent, even
essential, part of a program of children's learning activities as you can see the most
important thing in teaching children is to include game-like activities, especially
while teaching speaking. There are some games in the practical part of the work
[6,27].
In the context of fostering speaking competence, teachers play a pivotal role
in creating a conducive learning environment that encourages active engagement,
meaningful communication, and personalization of language learning experiences.
Here are some key considerations for teachers:
Personalization and Relevance: Teachers should strive to personalize learning
materials and activities to make them relevant and meaningful to the learners' lives.
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By incorporating topics and themes that resonate with their interests and
experiences, such as discussing teenage problems or daily routines, teachers can
enhance learners' motivation and engagement in speaking activities.
Authentic communication opportunities are indispensable in fostering
speaking competence, as they provide a platform for learners to engage in genuine
interactions and apply their language skills in meaningful contexts. These
opportunities not only enhance learners' communicative abilities but also boost
their confidence in using English effectively. Here's an expansion on the
importance of real communication opportunities and how teachers can support
learners in this aspect:
Meaningful Contexts: Real communication opportunities immerse learners in
authentic situations where they need to convey or exchange information to achieve
a specific goal. For example, describing a picture or completing a task based on
visual stimuli requires learners to use language purposefully to communicate their
ideas or intentions.
Promoting Language Use: By engaging in activities that involve information
gaps or collaborative tasks, learners are motivated to actively participate in
communication exchanges. This promotes the use of language in a natural and
spontaneous manner, allowing learners to practice and reinforce their speaking
skills in real-time interactions.
Building Confidence: Providing learners with authentic communication
opportunities helps build their confidence in using English to express themselves.
As they successfully navigate conversations, share opinions, and interact with
others in English, learners gain a sense of achievement and competence, which
encourages further language exploration and development.
Enhancing Fluency and Accuracy: Real communication opportunities
facilitate the development of both fluency and accuracy in speaking. Through
regular practice and feedback, learners become more proficient in expressing
themselves fluently while also refining their language accuracy in terms of
grammar, vocabulary, and pronunciation [6,21].
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 Creating Engaging Activities: Teachers play a crucial role in designing and
facilitating activities that offer authentic communication opportunities. These
activities should be interactive, relevant to learners' interests and experiences, and
scaffolded to support learners at their current proficiency level.
Providing Feedback and Support: Teachers should provide constructive
feedback and support to learners during real communication activities. This
includes offering guidance on language use, clarifying misunderstandings, and
encouraging learners to reflect on their communication strategies to improve their
speaking skills.
Encouraging Risk-Taking: Creating a supportive learning environment where
learners feel comfortable taking risks in using English is essential. Teachers should
foster a classroom culture that values effort and encourages learners to experiment
with language without fear of making mistakes.
Utilizing Authentic Materials: Incorporating authentic materials such as real-
life photographs, videos, or texts into communication activities adds richness and
relevance to the learning experience. Learners benefit from exposure to authentic
language use and cultural contexts, which enhances their language proficiency and
cultural competence.
Feedback on Content and Language: Effective feedback is crucial for learners'
progress. Teachers should provide feedback not only on language accuracy but
also on the content and meaning conveyed. This reinforces the importance of both
language form and communication effectiveness.
Error Correction: While errors are a natural part of language learning,
teachers should provide targeted and constructive feedback on language form when
necessary. This could involve focusing on specific pronunciation features,
grammar structures, or vocabulary usage to help learners refine their language
skills.
Encouraging Meaningful Communication: Beyond mere language practice,
teachers should encourage learners to communicate meaningfully about topics that
interest them. This may involve discussing personal experiences, expressing
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opinions, or sharing thoughts on various subjects, allowing learners to engage with
the language authentically.
Practical Activities to Enhance Speaking Skills: Teachers can implement a
variety of practical activities to enhance speaking skills, such as creating an
English corner with materials in English, playing language-based games, labeling
objects in English, engaging in craft activities, and organizing English adventure
outings. These activities provide opportunities for learners to practice speaking in a
fun and interactive manner.
Promoting Reading Habits: Reading is an essential component of language
learning. Teachers can foster a habit of reading in English by reading to children,
providing access to English books or online resources, and encouraging
independent reading. This helps learners develop vocabulary, comprehension
skills, and fluency in speaking.
Utilizing Technology and Multimedia Resources: Teachers can leverage
technology and multimedia resources to support language learning, such as using
online audio materials for pronunciation practice or incorporating English music
and videos into lessons. This enhances learners' exposure to authentic language
input and promotes language acquisition.

1.2 The significance of improving speaking skills

Improving the speaking skills is paramount in their language acquisition
journey as it serves as a cornerstone for their overall proficiency in English. At the
A2 level, learners have acquired basic vocabulary and grammar structures, laying
the foundation for more complex linguistic abilities. However, the ability to speak
fluently and confidently is essential for learners to effectively engage in real-life
communication scenarios.
First and foremost, developing speaking skills enables Students to bridge the
gap between passive understanding and active expression. While learners may
comprehend written and spoken English to a certain extent, the ability to articulate
their thoughts, ideas, and opinions verbally is essential for meaningful interaction.
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Speaking proficiency allows learners to participate in conversations, express
themselves in various social and academic settings, and convey information
accurately and coherently.
Improving speaking skills empowers Students to overcome communication
barriers and interact confidently in English-speaking environments. Whether
engaging in casual conversations, participating in group discussions, or delivering
presentations, proficient speaking skills enable learners to navigate diverse
linguistic contexts with ease. This ability to communicate effectively fosters self-
confidence and enhances learners' sense of competenceand autonomy in their
language learning journey [7,22].
Seaking proficiency facilitates active engagement with English language
resources and materials, allowing learners to leverage authentic language input to
enhance their linguistic skills. Through activities such as role-plays, debates, and
oral presentations, learners actively practice and reinforce vocabulary, grammar,
and pronunciation patterns, thereby consolidating their language learning and
internalizing linguistic structures in a meaningful context.
Improving speaking skills promotes cultural competenceand intercultural
communication . As they engage in conversations with native speakers and peers
from diverse cultural backgrounds, learners not only practice their language skills
but also gain insights into different cultural norms, values, and communication
styles. This cultural exchange fosters empathy, tolerance, and cross-cultural
understanding, preparing learners to interact effectively in multicultural
environments. Speaking proficiency is crucial for academic and professional
success, as it enables Students to effectively communicate their ideas and
perspectives in educational and workplace settings. Whether participating in
classroom discussions, delivering presentations, or engaging in collaborative
projects, strong speaking skills are indispensable for academic achievement and
career advancement.
Improving the speaking skills holds significant importance in their language
acquisition journey, as it empowers them to communicate effectively, engage
15
confidently in real-life situations, and interact meaningfully with others in English-
speaking environments. By prioritizing the development of speaking proficiency,
educators can support learners in achieving their language learning goals, fostering
confidence, competence, and communicative competencein English. Here's an in-
depth exploration of the significance of enhancing speaking skills for Students:
Foundation for Communication: Speaking is the fundamental mode of
communication, and developing proficiency in this skill lays the foundation for
learners to express themselves, interact with others, and participate in various
social and academic contexts. For Students, improving speaking skills enables
them to convey their thoughts, ideas, and opinions with increasing clarity and
confidence [8,21].
Real-Life Communication: Effective speaking skills are essential for Students
to engage in real-life communication situations, both inside and outside the
classroom. Whether ordering food at a restaurant, asking for directions, or
participating in conversations with peers, the ability to speak English fluently and
accurately enhances learners' ability to navigate everyday interactions in English-
speaking environments.
Language Fluency: Enhancing speaking skills contributes to the development
of language fluency, enabling learners to express themselves smoothly and
coherently without hesitations or interruptions. Fluency in speaking allows
Students to communicate more naturally and spontaneously, leading to increased
confidence and proficiency in using English.
Building Confidence: Improving speaking skills boosts learners' confidence in
their ability to communicate effectively in English. As Students practice speaking
and receive positive feedback on their language use, they become more assured in
expressing themselves and engaging in conversations with others, both in
academic and social settings.
Cultural Competence: Speaking skills development goes beyond language
proficiency and also encompasses cultural competence. Students who are
proficient speakers can better understand cultural nuances, communicate
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respectfully in diverse contexts, and navigate cross-cultural interactions with
sensitivity and awareness.
Academic Success: Effective speaking skills are vital for academic success, as
they facilitate participation in classroom discussions, presentations, and group
activities. Students who can articulate their ideas and thoughts clearly and
confidently are better equipped to engage with course material, collaborate with
peers, and demonstrate their understanding in academic settings.
Career Opportunities: Strong speaking skills are highly valued in the
professional world, and improving speaking proficiency opens up a wide range of
career opportunities for Students. Whether participating in job interviews,
delivering presentations, or engaging in workplace communication, the ability to
speak English proficiently enhances employability and career prospects.
Personal Growth: Improving speaking skills also contributes to personal
growth and self-confidence. Students who are able to communicate effectively in
English experience a sense of accomplishment and empowerment, leading to
increased self-esteem and motivation to continue learning and developing their
language skills.
Global Citizenship: In an increasingly interconnected world, proficiency in
English speaking is essential for global citizenship. Students who possess strong
speaking skills are better equipped to engage with individuals from diverse
linguistic and cultural backgrounds, fostering understanding, collaboration, and
mutual respect on a global scale.
Lifelong Learning: Finally, improving speaking skills is a lifelong endeavor
that extends beyond the language classroom. Students who invest in developing
their speaking proficiency continue to reap the benefits of enhanced
communication skills throughout their lives, enabling them to connect with others,
pursue
Enhanced Social Interaction: Improving speaking skills also leads to
enhanced social interaction for Students. As they become more proficient in
expressing themselves verbally, learners can actively participate in conversations,
17
engage with peers, and form meaningful relationships within English-speaking
communities. Strong speaking skills enable learners to share experiences,
exchange ideas, and connect with others on a deeper level, fostering social
integration and a sense of belonging.
Overcoming Language Barriers: For Students, improving speaking skills is
essential for overcoming language barriers and facilitating communication in
diverse contexts. Whether traveling abroad, interacting with English-speaking
colleagues, or seeking assistance in English-speaking environments, proficient
speaking skills enable learners to effectively convey their needs, understand others,
and navigate unfamiliar situations with confidence and ease.
Cognitive Development: The process of improving speaking skills also
contributes to cognitive development for Students. As they engage in speaking
activities, learners enhance their cognitive abilities such as memory, attention, and
problem-solving skills. Speaking in English requires learners to organize their
thoughts, formulate ideas, and articulate them coherently, leading to cognitive
growth and intellectual stimulation.
Cultural Exchange: Proficiency in speaking English facilitates cultural
exchange and intercultural communication for Students. By engaging in
conversations with native speakers and speakers from different cultural
backgrounds, learners gain insights into diverse perspectives, traditions, and ways
of life. Effective speaking skills enable learners to participate in cultural exchange
programs, volunteer opportunities, and international collaborations, fostering
cross-cultural understanding and appreciation.
Preparation for Further Language Learning: Improving speaking skills at the
A2 level serves as a solid foundation for further language learning and proficiency
development. As learners progress to higher proficiency levels, strong speaking
skills acquired at the A2 level provide a basis for more advanced language
acquisition, including complex grammar structures, specialized vocabulary, and
advanced communication strategies. By mastering speaking skills early in their

18
language learning journey, Students are better prepared to tackle more challenging
language tasks and achieve higher levels of proficiency in the future.
Empowerment and Self-Expression: Ultimately, improving speaking skills
empowers Students to express themselves confidently and authentically in English.
As learners gain proficiency in speaking, they develop the ability to articulate their
thoughts, feelings, and opinions with clarity and precision. Effective
communication in English enables learners to assert their identity, advocate for
their needs, and participate actively in society, empowering them to navigate the
complexities of the modern world with confidence and self-assurance.
In summary, the significance of improving speaking skills for Students
encompasses a wide range of benefits, including enhanced communication, social
interaction, cognitive development, cultural exchange, and preparation for further
language learning. By prioritizing the development of speaking proficiency,
educators and learners alike can unlock opportunities for personal growth,
academic success, and global citizenship, ultimately enriching the lives and
empowering them to thrive in an increasingly interconnected and multilingual
world.

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CHAPTER II. DEVELOPING STUDENTS' SPEAKING SKILL THROUGH
COMMUNICATIVE LANGUAGE TEACHING
2.1 Communicative language teaching for the development of speaking
Communicative Language Teaching (CLT) has emerged as a cornerstone in
enhancing speaking skills, emphasizing interaction as both the means and ultimate
goal of language learning. This approach shifts the focus from rote memorization
and grammar drills to creating an engaging, student-centered environment where
learners actively use language in real-life contexts. The integration of CLT in
classrooms is particularly effective for fostering oral proficiency, confidence, and
fluency in students.
Communicative Language Teaching (CLT) is a learner-centered approach that
has transformed language education by emphasizing interaction and
communication as central to the learning process. Unlike traditional methods that
prioritize grammatical accuracy and rote memorization, CLT focuses on
developing learners’ ability to use language in real-life situations. This focus is
particularly effective for enhancing speaking skills, as it encourages active
participation, authentic use of language, and meaningful exchanges between
learners.
At the core of CLT is the idea that language is best learned through
meaningful communication. Speaking, as a fundamental aspect of communication,
takes precedence, with learners engaging in activities that mimic real-world
interactions. For example, activities like role-playing, debates, and group
discussions allow students to practice language in dynamic and contextualized
ways. These exercises not only improve fluency and confidence but also help
learners internalize vocabulary, expressions, and conversational patterns.
Role-playing, a popular CLT activity, immerses learners in specific scenarios,
such as asking for directions, participating in interviews, or solving problems
collaboratively. This hands-on approach helps learners practice situational
language use, fostering adaptability and quick thinking. Similarly, group
discussions provide learners with opportunities to express their ideas, listen to
20
others, and respond in real time, building their ability to navigate conversations
effectively.
Task-based learning, a component of CLT, integrates speaking practice with
problem-solving tasks, such as planning a trip or designing a project. These
activities require students to negotiate meaning, articulate their thoughts clearly,
and collaborate with peers. By focusing on the outcome of the task rather than
linguistic perfection, learners are encouraged to prioritize communication, making
the practice both purposeful and engaging.
Authentic materials, such as videos, podcasts, and news articles, play a
significant role in CLT. These materials expose learners to natural language use,
diverse accents, and cultural contexts. After engaging with such materials, learners
participate in follow-up activities like summarizing, opinion-sharing, or simulated
dialogues, further strengthening their speaking skills.
The emphasis in CLT is on fluency over accuracy, especially in the initial
stages of learning. By reducing the pressure to produce error-free language,
learners gain the confidence to experiment and take risks in speaking. Over time,
accuracy is refined through constructive feedback and self-reflection, ensuring that
learners develop both proficiency and correctness. Despite its many advantages,
implementing CLT in speaking development is not without challenges. Teachers
must manage classroom dynamics, cater to varied proficiency levels, and provide
sufficient scaffolding to support learners. However, with strategic planning and a
supportive environment, CLT can be a powerful tool for fostering effective
communication skills in learners, equipping them to use English confidently and
competently in real-world settings.
Learners possess a foundational understanding of grammar, vocabulary, and
sentence structures. However, they often face challenges in expressing themselves
fluently and confidently. CLT offers diverse strategies tailored to address these
hurdles by prioritizing communicative competence over linguistic accuracy
[12,55].
Role-Playing and Simulations:
21
 Role-playing and simulations stand out as pivotal techniques in CLT. These
activities allow students to act out realistic scenarios, such as asking for directions,
making purchases, or conducting a business meeting. Such tasks require learners to
think on their feet, adapt to dynamic conversational flows, and employ contextual
language. For instance, a classroom activity might involve a simulated travel
experience where one learner acts as a tourist and another as a local guide. This
practical application of language nurtures both fluency and situational adaptability.
Group Discussions and Conversation Circles:
Group discussions, often facilitated through conversation circles, provide a
collaborative platform for learners to share ideas, opinions, and experiences.
Topics may range from personal interests to global issues, offering learners a
chance to explore diverse vocabulary and sentence structures. This method not
only encourages active participation but also cultivates peer learning. The informal
nature of conversation circles reduces anxiety, creating a safe space for learners to
experiment with language and improve their speaking skills incrementally.

Task-Based Learning (TBL):

TBL aligns seamlessly with the principles of CLT, involving learners in
completing meaningful tasks that require communication. Activities such as
planning a group event, solving a problem collaboratively, or creating a
presentation compel students to interact, negotiate, and articulate their ideas
clearly. These tasks simulate real-world challenges, ensuring that learners gain
practical speaking experience while developing teamwork and critical thinking
skills.
Using Authentic Materials:
Authentic materials like news clips, interviews, podcasts, and videos serve as
invaluable resources in CLT. They expose students to natural language use, diverse
accents, and cultural contexts, enhancing listening comprehension alongside
speaking proficiency. Following exposure to such materials, learners can engage in
activities such as summarizing content, expressing opinions, or role-playing
22
scenarios inspired by the material. These exercises bridge the gap between
theoretical knowledge and practical application, preparing learners for real-world
communication.
Peer Feedback and Self-Reflection:
CLT places significant emphasis on feedback and reflection. Peer evaluation
allows learners to identify their strengths and areas for improvement while
building a supportive classroom community. Simultaneously, self-reflection
encourages students to analyze their performance critically, setting personal goals
for enhancement. These practices ensure continuous development in speaking
skills, aligning with individual learner needs.
Fluency Over Accuracy:
In CLT, the focus shifts from achieving grammatical precision to fostering
fluency and spontaneity. Learners are encouraged to express their ideas without
fear of making mistakes, promoting risk-taking and confidence in communication.
While accuracy remains important, it is addressed gradually through constructive
feedback, rather than as an immediate priority.

2.2 Benefits of using Communicative language teaching in enhancing speaking

skills
Communicative Language Teaching (CLT) has emerged as one of the most
effective approaches for improving speaking skills among language learners. Its
emphasis on interaction, authenticity, and meaningful communication creates an
environment conducive to language acquisition. The benefits of CLT in developing
speaking skills are manifold, encompassing both linguistic and psychological
aspects of learning [14,22]
One of the primary benefits of CLT is the creation of a learner-centered
environment where speaking is prioritized. Traditional teaching methods often rely
heavily on reading and writing, but CLT shifts the focus to active verbal
interaction. By engaging learners in dialogues, discussions, and real-life scenarios,
23
CLT helps them build fluency and confidence in speaking. Activities like role-
playing and group discussions allow students to experiment with language in a safe
and supportive setting, gradually increasing their ability to express themselves.
Another key advantage is the development of fluency through task-based
learning. Unlike rote memorization or repetitive drills, CLT encourages learners to
use language creatively and contextually. Tasks such as planning events, solving
problems, or narrating stories require students to think critically and articulate their
thoughts, enhancing both fluency and coherence. This approach helps learners to
move beyond structured dialogues, enabling them to participate in spontaneous and
natural conversations.
CLT also provides exposure to authentic language use, a critical component
in developing effective speaking skills. Through the use of real-world materials
like videos, podcasts, and interviews, learners encounter various accents,
colloquialisms, and cultural nuances. This exposure not only enriches their
vocabulary but also equips them to handle diverse communication situations
confidently. Follow-up speaking activities, such as summarizing or debating,
further reinforce their ability to process and respond to real-life language inputs.
Peer interaction is another significant benefit of CLT. Activities such as pair
work and small group discussions encourage learners to collaborate, negotiate
meaning, and support one another. This social dimension of language learning
fosters a sense of community, reduces anxiety, and motivates students to
participate actively. In such an environment, even reluctant speakers often feel
encouraged to contribute, thereby improving their speaking skills.
CLT also integrates the critical element of feedback, which is essential for
refining speaking abilities. Teachers and peers provide constructive feedback
during activities, highlighting areas for improvement while celebrating
achievements. This feedback loop helps learners fine-tune their pronunciation,
grammar, and vocabulary usage, leading to gradual yet consistent progress.
CLT helps learners develop pragmatic competence—the ability to use
language appropriately in different social and cultural contexts. Activities that
24
simulate real-life scenarios, such as making requests, giving compliments, or
participating in negotiations, teach learners how to adapt their speech to various
situations. This competence is crucial for effective communication, particularly in
multicultural settings.
Psychologically, CLT reduces the fear of making mistakes, a common
barrier to speaking in a foreign language. By emphasizing communication over
accuracy, especially in the initial stages, learners are encouraged to take risks and
use the language more freely. Over time, this builds their confidence, making them
more willing to engage in conversations both inside and outside the classroom.
Tenefits of using CLT for enhancing speaking skills are vast and impactful.
By focusing on interaction, authenticity, and learner engagement, CLT helps
students develop fluency, confidence, and the ability to use language effectively in
diverse contexts. Its emphasis on meaningful communication not only improves
linguistic competence but also prepares learners for real-world interactions,
making it an invaluable approach in language teaching [15,46].
The effective methods for improving speaking skills are diverse, dynamic,
and tailored to meet the unique needs and preferences of individual learners. By
incorporating a range of speaking activities, leveraging technology, fostering a
supportive learning environment, and integrating elements of gamification,
educators can create engaging and meaningful language learning experiences that
empower learners to communicate confidently and effectively in English. Through
active participation, collaboration, and reflection, learners can develop the skills
and confidence necessary to succeed in both academic and real-life communication
contexts, paving the way for lifelong language learning and growth. To sum up our
work we just want to say that it is very important to teach English speaking to
children from the very beginning of their learning. As we have said children are
transplanted to a foreign environment and pick up the local language with apparent
ease. Adults are also can be taught in spite of their age.
In our work there were described psychological peculiarities of children and
adults, examined different techniques and methods of teaching speaking, revealed
25
how to deal with mistakes in oral speech.is also a big sum of different activities,
which are very useful for every English teacher, who works with elementary
students, children and adults. There were used materials from different English
books for teachers, materials from Internet. They are theoretical and practical, such
as descriptions of different games, lessons, activities.is a good help for teacher in
putting marks to speakers, giving the appraisal to learners while their speech. We
have known about adult’s attitude to teachers, their motivation sphere, and how
children can be motivated to learn and to speak have viewed such techniques as
The Direct Method, which is based on questioning; The Communicative Approach,
which is based on group work and work in pairs; The Topic Approach, which is
based on giving topics to learners to make them speak; Penny Ur’s oral activities,
which include brainstorming activities, organizing activities, and compound
activities such researching work we have been convinced of actuality of this theme
because when a teacher comes to the class of beginners he does not know what to
start with, how to work with those who know nothing about English. And a lot of
researchers and pedagogies found and write different techniques for us, young
specialists, to help us in working with beginners. Speaking is important and
difficult skill, which should be learned how to teach it to learners at the elementary
stage of English teaching [16,43].
Another significant benefit of Communicative Language Teaching (CLT) is
its adaptability to individual learner needs and diverse classroom settings. Unlike
one-size-fits-all approaches, CLT allows instructors to tailor activities to address
the specific challenges faced by learners in speaking. For instance, beginners may
engage in guided conversations with prompts, while more advanced learners might
participate in debates or presentations. This flexibility ensures that learners at
varying levels of proficiency can benefit from speaking-focused activities, thereby
promoting inclusive and effective learning outcomes.
The integration of technology within the CLT framework further enhances
its impact on speaking skills. Digital tools such as language learning apps, video
conferencing platforms, and virtual reality environments provide learners with
26
opportunities to practice speaking in interactive and immersive settings. For
example, learners can engage in virtual role-plays with peers from different
cultural backgrounds or participate in online discussion forums. These experiences
broaden their exposure to diverse accents and linguistic styles, preparing them for
real-world communication challenges.
CLT also fosters a greater sense of learner autonomy, which is vital for
sustained improvement in speaking skills. Through activities such as project-based
learning and collaborative tasks, students are encouraged to take ownership of their
learning process. For instance, organizing a class discussion on a chosen topic
requires learners to research, prepare, and present their ideas independently. This
not only improves their speaking fluency but also instills confidence and a sense of
achievement.
Additionally, the communicative approach addresses the emotional aspects
of language learning. Many learners experience anxiety when speaking in a foreign
language, which can hinder their progress. CLT’s emphasis on a supportive and
low-pressure environment helps alleviate this anxiety, enabling learners to focus
on expressing themselves without fear of judgment. Activities that involve humor,
storytelling, or games make the learning process enjoyable, further reducing stress
and fostering a positive attitude towards speaking [18,32].
Another vital aspect of CLT is its role in fostering cultural awareness and
sensitivity. Speaking activities often involve exploring diverse cultural contexts,
such as traditions, customs, and social norms. For instance, learners might compare
how greetings or polite requests differ across cultures, deepening their
understanding of intercultural communication. This cultural competence is
increasingly important in a globalized world, where effective communication often
depends on the ability to navigate cultural differences.
The collaborative nature of CLT also strengthens social and interpersonal
skills alongside linguistic abilities. By working in pairs or groups, learners practice
turn-taking, active listening, and conflict resolution—skills that are crucial not only
for language learning but also for personal and professional interactions. These
27
collaborative experiences mirror real-life communication scenarios, providing
learners with transferable skills that extend beyond the classroom.

Research evidence further underscores the effectiveness of CLT in developing

speaking skills. Studies have shown that learners in communicative classrooms
demonstrate higher levels of speaking proficiency, fluency, and confidence
compared to those in traditional grammar-focused settings. This is largely due to
the interactive and learner-centered nature of CLT, which actively engages
students in the learning process and provides frequent opportunities for verbal
practice.

28
 CONCLUSION
Developing students' speaking skills through Communicative Language
Teaching (CLT) has proven to be an effective and dynamic approach for fostering
oral proficiency in learners. This method prioritizes meaningful communication
and interactive engagement, enabling students to move beyond rote learning and
actively participate in real-life conversational scenarios. The essence of CLT lies in
its learner-centered design, where activities such as role-plays, discussions, and
collaborative tasks empower students to use language authentically, thereby
bridging the gap between theoretical knowledge and practical application.
The flexibility of CLT allows for the customization of teaching strategies to
meet the diverse needs of learners. By incorporating contextually relevant tasks
and integrating technology, teachers can provide students with ample opportunities
to practice speaking in various settings, thus building their confidence and fluency.
Moreover, CLT's focus on creating a supportive and low-anxiety environment
encourages learners to overcome communication apprehension, making language
learning an enjoyable and enriching experience.
A significant strength of CLT is its emphasis on cultural and interpersonal
dimensions of language use. By engaging students in activities that explore cultural
nuances and collaborative interactions, this approach not only enhances linguistic
competencies but also develops essential life skills such as adaptability, critical
thinking, and empathy. These skills are particularly valuable in today’s globalized
world, where effective communication often requires understanding and navigating
cultural diversity.
CLT aligns seamlessly with modern language proficiency standards such as
the Common European Framework of Reference for Languages (CEFR). This
alignment ensures that students’ speaking skills are developed systematically and
evaluated objectively, contributing to measurable and sustainable progress in their
language proficiency.
CLT represents a holistic approach to language teaching that goes beyond
linguistic accuracy to prioritize meaningful communication and personal growth.
29
By fostering interactive, engaging, and culturally aware learning experiences, this
method equips students with the tools they need to thrive as confident and
competent speakers in diverse real-world contexts. As educators continue to
innovate and adapt CLT practices, its potential to transform language education
and empower learners remains unparalleled.
Communicative Language Teaching (CLT) stands as a transformative
approach that not only develops students' speaking skills but also fosters their
overall linguistic and cognitive growth. The inherent adaptability of CLT enables it
to address various learner levels, from beginners grappling with basic
conversational phrases to advanced students honing their presentation and debating
skills. By emphasizing interaction and communication over isolated grammar
drills, CLT ensures that learners acquire both fluency and accuracy in an integrated
manner.
Another critical advantage of CLT is its capacity to cultivate learner
autonomy. Through task-based and problem-solving activities, students gain the
confidence to explore language independently, encouraging self-directed learning.
This aspect aligns well with modern pedagogical principles, where the goal is to
create lifelong learners equipped with the skills to navigate and adapt to ever-
changing linguistic and cultural landscapes.
CLT’s dynamic and participatory nature promotes collaborative learning.
Activities such as group discussions, peer feedback sessions, and cooperative tasks
help learners build interpersonal skills while enhancing their language abilities.
These collaborative interactions mirror real-world communication, providing a
foundation for learners to engage effectively in academic, professional, and social
contexts.

30
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