American Journal Of Philological Sciences
83
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue05 2025
PAGE NO.
83-85
10.37547/ajps/Volume05Issue05-25
Initial Scientific Approaches to The Analysis of Speech
Culture Issues
Islamov Utkurjon Hosiljonovich
Professor of the Department of Uzbek and Foreign Languages, Institute of Social and Political Sciences, Uzbekistan
Received:
16 March 2025;
Accepted:
12 April 2025;
Published:
14 May 2025
Abstract:
This article examines the initial scientific approaches to the study of speech culture and its role in
communicative competence. Speech culture, as an interdisciplinary field, encompasses linguistic, rhetorical,
ethical, and cultural dimensions that ensure clarity, expressiveness, and appropriateness of oral and written
communication. The study outlines early theoretical interpretations and highlights the importance of speech
culture in the educational and professional development of individuals, with emphasis on its normative and
stylistic aspects.
Keywords:
Speech culture, communicative competence, linguistic norms, rhetoric, expressiveness, language
etiquette, stylistics, verbal communication.
Introduction:
Speech culture is a significant component
of linguistic competence and communicative culture. It
represents the ability to use language correctly,
appropriately,
and
effectively
in
various
communicative contexts. The development of speech
culture is closely connected with the evolution of
linguistic norms and the social functions of language.
The study of speech culture first emerged as a distinct
scholarly area in the mid-20th century in Russian and
Uzbek linguistics, where language was not only viewed
as a system of rules but also as a tool of social
interaction.
Researchers
such
as
Vinogradov,
Lomonosov, and later Uzbek scholars like S.
Sirojiddinov and M. Qoriyev laid the foundation for a
scientific analysis of proper speech, focusing on stylistic
norms, speech etiquette, and ethical communication.
From a linguistic perspective, speech culture refers to
adherence to the literary language norms, the use of
expressive and stylistically appropriate forms, and
sensitivity to the communicative situation. It also
includes the ethical use of language, particularly in
professional and public discourse, where speech
reflects one's intellectual and moral stance.
In the educational context, fostering speech culture
means developing students’ ability to express their
thoughts logically, clearly, and respectfully. This is
particularly relevant in teacher training, journalism,
politics, and other professions where speech serves as
a key instrument of influence.
Modern speech culture research emphasizes the
interdisciplinary nature of the concept, integrating
sociolinguistics, psychology, and communication
studies. With the rapid development of digital
communication, the need to address speech culture
issues in online environments is also growing, making
the topic even more relevant for future studies.
METHOD
In Russian linguistics, the issue of speech culture was
elevated to the level of a scientific problem thanks to
grammar books, dictionaries, and scientific works
dedicated to the analysis of literary language, its norms,
and speech styles, created for educational purposes in
the 18th and 19th centuries. Among them, significant
contributions were made by works such as V.K.
Trediakovsky's "Conversation between a Foreigner and
a Russian on Old and New Orthography," A.P.
Sumarokov's "On Orthography," and A.Kh. Vostokov's
"Grammar of the Russian Language," which stimulated
the scientific study of speech culture in Russian
linguistics.
In the first quarter of the 20th century, interest in
speech culture issues further increased. Scholars like
American Journal Of Philological Sciences
84
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
V.I. Chernyshev, V.V. Vinogradov, A.A. Shakhmatov,
D.N. Ushakov, and S.I. Ozhegov significantly
contributed to the development of speech culture as an
independent scientific discipline.
During this period, the problem of language
standardization was raised by prominent linguists such
as G.O. Vinokur, A.M. Peshkovsky, L.V. Shcherba, D.N.
Ushakov, and S.I. Ozhegov. For instance, G.O. Vinokur
provided a detailed description of the concept of
language culture in his work "Culture of Language."
However, the term was then applied to what is now
understood as "cultural speech."
Notably, in Russian linguistics, the term "speech
culture" began to be actively used only from the second
quarter of the 20th century. Prior to this, the term
"language culture" was commonly used in its place.
In the 1920s, pressing issues of the speech culture field
were highlighted. Works analyzing speech culture in
Russian linguistics presented various perspectives on
language culture, speech culture, literary language, and
literary language culture. For example, S. Abakumov
reflected on speech culture, stating: "By speech
culture, we understand the development of the sense
of language comprehension, awareness of norms,
mastery of methods of clear and expressive speech,
practical application of the language in oral and written
forms, as well as the ability to deeply and accurately
perceive the speech of others."
Scholars such as A. Gurevich, A. Sletova, M. Sokolova,
and M. Yangiyevskaya also expressed their opinions on
the culture of literary language, summarizing as
follows: "By the culture of literary language, we
primarily understand the conscious theoretical
treatment of the literary language, that is, the care of
linguists and linguistic science aimed at improving and
successfully developing the literary language."
From these authors’ conclusions, it becomes clear that
literary language is a consciously refined language. Its
development is considered a pressing task of
linguistics. When using literary language, every speaker
should feel responsible for their speech, master the
principles of exemplary speech construction, apply
acquired knowledge and skills in oral and written
speech, and develop the ability to comprehend any
type of speech.
Thus, during this period, the process of mastering and
practically applying cultured speech was understood as
speech culture. However, it is important to remember
that the concept of speech culture is not limited to
these perspectives alone. Special attention should also
be given to the concept of speech etiquette, as it is
impossible to explain the issue of speech culture
without addressing speech etiquette.
DISCUSSIONS
In the study of the issue of speech culture as a scientific
problem in world linguistics and its subsequent
formation as a separate field of science, European
linguistics, in particular, the views of the Prague
Linguistic School on speech culture also played an
important role.
As is known, in the Prague Linguistic School, founded in
1926 on the initiative of the Czech linguist V. Matesius,
the issues of language culture, that is, a conscious
approach to the literary language, the issue of
standardizing the literary language, were raised as a
scientific and theoretical problem. This initiative of the
Prague Linguistic School on language (speech) culture
played an important role in the history of world
linguistics. Although the representatives of this school
understood speech culture as language culture, their
scientific views on achieving cultural speech have not
lost their relevance even today.
The views of the Prague Linguistic Circle on the literary
language and speech culture played an important role
in raising the issue of language (speech) culture to the
level of a scientific and theoretical problem of
linguistics.
This circle studied the laws of development of the
literary language. In the history of linguistics, it was the
Prague Linguistic School that first initiated a scientific
approach to studying the problem of language
standardization. The main views of the circle were
reflected in the “Theses of the Prague Linguistic Circle”,
published in 1929.
The Prague Linguistic School, dealing with the problem
of standardization of the literary language, put forward
the concept of conscious processing of the literary
language. By the culture of the literary language,
members of this school understood, first of all, the
conscious processing of the literary language.
Prague linguists emphasized that the literary language
can be consciously processed in the following ways:
1) through the study of language and scientific research
devoted to linguistics;
2) by studying the language in high school;
3) through writing.
Describing the concept of literary language culture, the
member of the circle B. Gavranek considered the
literary language as a theoretically processed, polished
language by linguists, and assessed the literary
language culture as the processing and polishing of the
language. In his opinion, linguists should serve the
further development of the literary language, and in
each study conducted on the study of the literary
language, the current state of the language should be
American Journal Of Philological Sciences
85
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
clearly defined. The scientist considers the literary
language to be a cultured language. In his opinion, the
speech of users of such a language is considered
language culture.
It seems that B. Gavranek, like his other colleagues,
meant the culture of speech by language culture. In his
opinion, language culture is a cultural language used in
practice.
The views of Prague linguists on the literary language
norm were also developed by another member of the
circle, V. Matesius. He described the literary language
as follows: “A polished literary language is a sharp
weapon, it has its own unique and numerous functions,
and can clearly perform each of its tasks. Such a literary
language can clearly and clearly express ideas and
thoughts.”
Prague linguists believed that conscious intervention in
the norms of the literary language should strengthen
the stable state of the language, be aimed at preserving
the true functional state of the literary language. In
their opinion, conscious intervention in the norms of
the literary language should not deepen the
grammatical differences between colloquial and
literary languages. The task of linguists should be to
normalize the literary language, to actively intervene in
it.
In conclusion, when the Prague linguistic school said
about language culture, it meant, first of all, the
normalization of the literary language, its smoothing.
Nevertheless, their scientific views on the norm of the
literary language gave impetus to the study of the
problem of speech culture as a scientific problem in
other linguistics. Even Russian linguists, inspired by the
views of the Prague linguists, paid attention to the
study of the issue of normalizing the literary language
on a scientific basis.
CONCLUSION
In conclusion, the initial scientific approaches to
analyzing speech culture have laid the groundwork for
understanding the complex relationship between
language, society, and individual expression. The study
of speech culture continues to evolve, adapting to the
changing norms of communication and embracing a
broader interdisciplinary perspective. Its relevance in
both academic and professional spheres highlights the
need for ongoing research and methodological
development, especially in the context of digital
communication and multilingual environments.
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