USING DEBATE AND DISCUSSION METHODS TO DEVELOP ORAL SPEECH IN ENGLISH AMONG ADOLESCENT LEARNERS

Abstract

Oral fluency remains the weakest skill of many adolescent learners of English in Uzbekistan’s schools, even where reading and grammar results are satisfactory. This article argues that structured debate and discussion offer a practical way to close that gap, because they give teenagers a real reason to speak, to listen, and to defend an opinion in a foreign language. Drawing on interactionist and sociocultural theory and on published classroom studies, the article describes a four-stage procedure for grades 7–11 (preparation, modelled language, structured speaking, reflection) and explains how to match formats to CEFR levels A2–B2. It also discusses assessment, error correction, and the main obstacles teachers meet: anxiety, uneven participation, and limited preparation time. The article is a methodological proposal for classroom use rather than a report of experimental data.