MOVING FROM PASSIVE KNOWLEDGE TO ACTIVE SPEAKING IN SENIOR LEARNERS

Abstract

The article explores the problem of transforming passive linguistic knowledge into active speaking skills among senior learners in the process of foreign language education. In many educational contexts, students accumulate a large amount of vocabulary and grammatical knowledge but experience difficulties in using this knowledge in spontaneous communication. The study examines the factors that contribute to the gap between language comprehension and active speaking ability and emphasizes the importance of modern communicative teaching approaches in overcoming this challenge. Special attention is given to communicative language teaching, task-based learning, and project-based learning as effective methods for encouraging students to participate actively in oral communication