This article addresses the persistent gap between grammatical knowledge and oral fluency in EFL/ESL learners by proposing a structured pedagogical framework for speaking instruction. While traditional models often prioritize structural accuracy at the expense of Willingness to Communicate (WTC), this article utilizes Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) to foster a dynamic interactive environment. By applying the Output Hypothesis and reducing the Affective Filter, the research categorizes speaking activities into three functional domains: Information-Gap, Creative-Productive, and Interactive-Critical. The resulting framework provides educators with a roadmap to maximize student output and develop authentic communicative competence in diverse global contexts.
| Mualliflar | Sarimsakova , Shoira, Саримсакова , Шоира, Sarimsakova , Shoira |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-02-25 |
| Jild | 4 |
| Son | 2/S |
| Betlar | 96-102 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol4-iss2/s-pp96-102 |
DOI: 10.47689/2181-3701-vol4-iss2/s-pp96-102 · Maqolaning asl sahifasi
Speaking Skills, Communicative Competence, TBLT, EFL, ESL Pedagogy, Oral Fluency, Politeness Strategies, навыки устной речи, коммуникативная компетенция, обучение на основе задач (TBLT), методика преподавания английского языка как иностранного, второго, беглость устной речи, стратегии вежливости, Nutqiy ko‘nikmalar, Kommunikativ kompetensiya, Vazifaga asoslangan til o‘qitish (TBLT), Ingliz tilini xorijiy, ikkinchi til sifatida o‘qitish pedagogikasi, Og‘zaki nutq ravonligi, Xushmuomalalik strategiyalari
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