Ways to activate the speech activity of students of philology in a foreign language lesson by reducing the volume and improving the effectiveness of the teacher's speech activity

The article examines the imbalance between the teacher's and student's speech in a foreign language class at a university. This phenomenon leads to a negative effect, which is reflected in the volume and quality of the student's speech activity in the lesson. An experimental method of observation both by the teacher himself and by a colleague of the teacher makes it possible to establish the volume and quality of the teacher's speech activity in the lesson. To this end, the author analyzed nine lessons from three teachers of English at the Faculty of Philology of the Crimean Engineering and Pedagogical University in the name of Fevzi Yakubov. These teachers taught students enrolled in the Bachelor’s degree program with the field of «Philology» in the direction of 45.03.01 in the 2023/2024 academic year. The aim of the research is to identify methods for increasing the quantity and quality of students' speaking activities by reducing the amount of teacher speaking time and using effective techniques to enhance student speaking time. The author emphasizes the importance of fostering students' engagement in verbal communication through more systematic collaborative work, such as pair and group activities, discussions, games, and projects. The teacher can effectively stimulate students' verbal participation by employing open-ended questions that prompt reflection. By allowing students more time to reflect on their responses, they will be able to provide more thoughtful, meaningful, and detailed answers.