Scientists I.Nation and J.Newton in their studies note that the improvement of the student’s speaking skills depends primarily on him/her [8]. Each student emphasizes that he/she is able to perform speaking tasks depending on different conditions, time, schedule, quality of speech, and assistance provided. According to R. Oxford, the influence on the development of speaking ability is an affective factor [10]. S. Krashen also agrees with this idea and adds the student’s motivation, self-confidence and inner tension in the language to the list of affective influence in learning foreign languages [7].

A. Doff says that if students’ listening ability is weak, it is difficult for them to develop speaking ability [6]. They note that they need to understand what is being said to them in the language they are learning in order to speak fluently. According to K. Shumi, when students discuss some issue in a foreign language, other students also listen and try to understand their classmates. Students cannot respond if they do not understand what is being discussed [12].

Thus, listening is closely related to speaking. According to L. Bachman and A. Palmer, knowledge can be stored in long-term memory [3]. Therefore, it is recommended that students memorize texts according to their locality or environment. Texts that are unfamiliar to students and unrelated to their lives are not memorable.

Another factor in improving speaking skills is the assessment given by a teacher. Based on the assessment received from the teacher, students determine the fluency of their speech, the correct pronunciation of words and sentences. However, teachers interrupting and correcting a mistake while the student is speaking causes the dialogue to lose its flow and purpose.

J. Baker and H. Westrup also note that correcting students’ mistakes while they are speaking creates a fear of speaking in the language they are learning [4]. For this reason, scientists advise school teachers to encourage and support students to positively correct their mistakes when they learn to speak a foreign language. This reduces students’ fear of making mistakes and increases their motivation to speak.

S.Mahripah extensively explains linguistic structures and their psychological effects on students learning foreign languages [9]. He mentions the linguistic components as phonetics, syntax, lexicon and semantics, while the psychological influences are motivation and personality. Students must learn the pronunciation of each word, the correct use of stress and intonation.

Motivation is a powerful tool in language learning. Friendly relationships are important in developing students’ speaking skills. If the communication between the teacher and the student is dissonant, the student’s speech cannot be inferred. It is only with the help of good communication that the development of speaking skills can be achieved.

Linguists M. Bashir, M. Azeem and A. Dogar say that the fear of speaking in a foreign language depends on the student’s personality, and they show that this fear is formed based on the fear of making mistakes, risk and psychological self-pressure [5]. The fear of making a mistake, the anxiety becomes a problem when the student learns. Therefore, it is important for the teacher to provide psychological support to the students in developing their speaking while teaching foreign languages, because one of the main directions of the Concept of improving the teaching of foreign languages is to achieve communicativeness in learners.

New educational programs are prepared based on the accepted documents related to the educational system, textbooks, study guides, workbooks are prepared, published and put into use, all the methods needed by teachers to teach foreign languages today. In the concept, the main aspects to be improved in foreign language teaching are the areas of improving foreign language teaching, achieving its prosperity, developing communicativeness, focusing on interactivity and using innovative technologies [2]. The development of communication, orientation towards communication claims to be able to speak fluently in a foreign language. Because the concepts of knowing a foreign language and being able to speak the language being studied are different. In order to become fluent in a foreign language, a person learning it has to go through certain psychological challenges and obstacles.

Language learning takes place on the basis of certain influences, i.e. internal and external influences and the people surrounding the student. Both of these effects can prevent a student from developing a target language. The role of the teacher is great in identifying and overcoming certain influences in the development of students’ speaking skills.

Development of students’ speaking in foreign languages, one of the expected results of the Concept of improving the teaching of foreign languages, is the ability of students to learn international languages; It is directly related to making an international scientific contribution, writing scientific articles, reading literature in different languages related to one’s field and speaking at international conferences.

When starting to learn a foreign language, everyone dreams of speaking it as quickly as possible. Moreover, to really talk about what is actually close to the listener, and not just retell the text stated in the textbook. N. Kuzovleva believes that the attitude towards a subject consists of two components: interest in it and awareness of its importance. Often, mastering a foreign language is not always colored by personal meaning, which sharply reduces its significance and interest in it [1, p. 81]. At the Elementary level, communication is difficult or even impossible due to limited vocabulary and lack of skills in grammatical construction of phrases, while an important element of teaching English to a group of students at this level, as with any other, is the development of speaking skills. However, if you load students with only vocabulary and only grammar, this can have a demotivating effect on the desire to acquire knowledge. The inability to speak the language is perceived as a lack of success in achieving the main task that course participants set for themselves, and gradually leads to a decrease in interest in the subject being studied. Faith in one’s own abilities and the ability to speak the target language weakens, and students stop actively collaborating with the teacher and with each other. Motivation, as a positive attitude towards a certain type of activity, decreases, despite the fact that it is the main element that determines the success of teaching a foreign language. As is known, motivation depends on the degree of personal involvement in language acquisition and the presence of realistically achievable short-term goals. There are several approaches to the task of defining motivation. Webster’s Online Dictionary offers an explanation of the verb “to motivate” as follows [3]: “to find a motive, need, or desire that causes a person to act in a certain way.” This desire is stimulated by the result – internal satisfaction from the success of the task. Experts in the field of foreign language teaching offer various strategies to help increase motivation in language learning. An experienced teacher will primarily focus on developing students’ linguistic confidence, which can be achieved through personalization of the educational process. This involves involving students in making decisions related to learning a foreign language, in determining the goals of learning foreign languages, as well as in discussing with students the usefulness of performing a particular type of activity.

Traditional grammar teaching, while valuable in providing fundamental knowledge, often struggles to translate theory into practical application. Communicative Grammar classes bridge this gap by promoting language acquisition through interactive and fun exercises[2, p. 18].

These activities are based on the principles of constructivism, in which students actively build knowledge through experience and interaction. By placing grammar in a communicative context, students move beyond rote memorization and develop a deeper understanding of how language functions in real-life situations.

Thus, communicative grammar activities offer a more evidence-based approach to language learning compared to traditional methods. By promoting active participation and contextual application, they provide students with the opportunity to not only understand grammatical rules, but to truly develop their skills in using them to communicate effectively. Here are some examples of communicative grammar activities:

• Role-plays: Students act out scenarios that require them to use specific grammar structures, promoting communication and understanding of context-based language use.

• Information gap activities: Students with complementary information must communicate using the target grammar to complete a task, fostering collaboration and negotiation skills.
• Grammar games: Games like bingo or Pictionary with a grammar twist introduce a playful element while reinforcing understanding of grammatical structures.

As the educational landscape evolves and focuses on global competency, foreign language teachers face a crucial challenge: equipping students with practical speaking skills.  Traditional grammar instruction, while important for foundational knowledge, often fails to bridge the gap between theory and real-world communication.

This article has explored the concept of communicative grammar activities as a solution to this challenge. By integrating grammar instruction with interactive tasks and real-life scenarios, they foster deeper understanding through contextual application. This approach aligns with constructivist learnirng principles, where students actively build knowledge through experience and interaction.