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THE IMPORTANCE OF IMPROVED SPEECH FORMATION IN
PRIMARY TEACHERS
Kalandarova Fazilat Tokhirovna
University of Business and Science non-state higher educational institution
Teacher of the Department of Pedagogy and Psychology, ADPI researcher
kalandarovafazilat3@gmail.com
Phone number. +99893-692-32-76
https://doi.org/10.5281/zenodo.15704747
Abstract:
This article provides information on the importance of developing
improved speech in primary school teachers and the concept of speech culture and
its main elements.
Аннотация:
В статье представлена информация о важности развития
речевых навыков у учителей начальной школы, а также о понятии культуры
речи и ее основных элементах.
Annotatsiya:
Ushbu maqola boshlangʻich sinf oʻqituvchilarida takomillashgan
nutqni shakllantirishning ahamiyati va nutq madaniyati haqida tushuncha va uning
asosiy elementlari haqida ma’lumot beradi.
Keywords:
speech, speech technique, speech culture, improved speech, types
of speech, pedagogical technique, pedagogical skills of the teacher.
Ключевые
слова:
речь,
техника
речи,
культура
речи,
совершенствование
речи,
типы
речи,
педагогическая
техника,
педагогическое мастерство учителя.
Kalit so‘zlar:
nutq, nutq texnikasi, nutq madaniyati, takomillashgan nutq,
nutqning turlari, pedagogik texnika, o‘qituvchining pedagogik mahorati.
A teacher plays a major role in the development and perfection of humanity.
He is also important in the development of the individual. It is they who lead the
nation to greatness, make a person mature and change the world for the better. As
we, dear students, take our first steps towards school, we should never forget our
first teacher, who found a place in the hearts of his students with his smiling faces
from the schoolyard. First of all, we would like to thank our teacher who took a
place in our hearts by holding a pen and a pencil in our hands and teaching us to
write and read for the first time, and who introduced us to words such as
Motherland, Mother, Father. However, it is worth emphasizing that teaching, like
any other field, is an honorable and difficult profession. Theoretical knowledge,
professional skills and qualifications, as well as professional competence, social
and moral activity, maturity, and professional exemplary character are important
in the image of future primary school teachers. Their ability to set themselves
pedagogical tasks, effectively organize educational work, have an individual
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approach to working with each student, and master the skills of working with
educational materials are the basis for the effective organization of the educational
process.
One of the main criteria for assessing the skills of a teacher is his speech. If we
define speech in relation to the pedagogical process, speech is a thought that has
become reality using the means of expression available in the language and is
manifested in two forms:
1) internal speech;
2) external speech.
Internal speech is the thought, reasoning, and thinking of a person without
opening his mouth, which is formed in the teacher's mind and consists of elements
of language that have not yet been realized.
Speech, which occurs as real sounds through the influence and movement of
the teacher's thoughts and ideas on the speech organs through language, is
external speech, and it is a social phenomenon.
The teacher's speech activity consists of: speaking, reading, and listening. A
speech event can be in the form of a monologue, dialogue, polylogue, declamation,
as well as some texts and books. Speech is referred to the speaker in a specially
designated manner by its volume.
Based on the analysis of pedagogical and psychological literature, the
following characteristics of speech can be distinguished:
1. Functions: communication, influencing the individual, teaching and
learning.
2. Forms: external speech (oral): monologue, dialogue, polylogue; writing:
report, abstract, annotation, etc.; internal point.
3. Speech technique: professional quality of the teacher's voice: timbre,
intonation, diction, tempo (120 words per minute).
4. Types of speech activity: reading, writing, speaking.
5. Speech styles: scientific, formal, colloquial, artistic, popular.
6. Requirements for speech: clarity of pronunciation, expressiveness,
emotionality, intelligibility of diction, clear pronunciation of sounds, figurativeness,
speech culture, compliance with the rules of word use, compliance with tempo.
7. Defects in speech: monotony, excess of tempo, incorrect diction,
inappropriate use of words, violation of language rules.
The effectiveness of a teacher's speech is considered one of the main qualities
of speech, and the accuracy and precision, logic, and clarity of speech are aimed at
influencing the listener.
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The effectiveness of a speech mainly refers to the teacher's oral speech
process and the mental state that arises when it is received by students. That is, the
orator-teacher must take into account the students, monitor their level of
knowledge, even their age characteristics, their mood at the time of the speech, and
monitor how their speech is received by students. It is not appropriate for teachers
with professional knowledge to speak in a simple, straightforward language, and
young teachers who do not have sufficient oratory education should not try to
speak in a scientific and formal language. Thus, the orator-teacher is required to
act according to the situation and is tasked with trying to fully convey to students
any idea he wants to express.
Speaking in a language that students can understand and being able to
convince them is one of the main conditions set before the teacher. For this, in
addition to knowing the topic well, as mentioned above, the teacher must have a
clearly defined plan for presenting it. It is necessary to start the speech by
organizing the ideas in the speech in a primary and secondary way, connecting
them, and first familiarizing the students with the speech plan. Taking into account
time is one of the qualities of oratory. Because if the time for the speech is
announced in advance and adhered to, and if possible, it is finished a little earlier,
the students will not get bored. The talk about the effectiveness and
expressiveness of the speech is, in a certain sense, a conclusion to the talk about
the qualities of speech. Because showing the qualities of a good speech, analyzing
some typical mistakes in speech, ultimately serves to form an effective speech.
There are various ways and means to convey the ideas of a speech to the students
in a meaningful way. They can also be called auxiliary means. For example, let's
take humor or a story. A continuous stream of popular scientific ideas in a speech,
its presentation in a monotonous manner, can bore both the student and any
listener. At such times, it is very useful for the teacher to talk about humor, stories,
and interesting events. It is even better if the humor is presented in a way that is
appropriate to the content of the speech. This way, the student will both relax and
become interested in the topic being studied.
It is also appropriate to present some thoughts and opinions within the scope
of the topic in the speech. Such thoughts are used to prove the correctness and
validity of the speaker's opinion, but their use should not be abused. The
appropriate use of literary examples, wise sayings, and figurative language in the
speech also ensures the achievement of positive results.
The teacher's behavior, gestures, and even clothing play a role in how a
speech affects and impresses students. Qualities such as sincerity, politeness,
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decency, and respect for students make students listen to the speech with
attention.
Mastering the art of perfect oratory is a complex process that requires a lot of
work for teachers. The sharpness, brightness, and originality of the speech are
necessary to arouse emotions and interest in the listener and students, to attract
their attention, and to convey the content of what is being said well.
Therefore, speech should be clear and fluent, grammatically correct, obey the
rules of literary pronunciation, and be presented consistently from beginning to
end. The knowledge learned through such speech will remain in the student's
memory for a long time. Such speech meets the requirements of cultural speech.
This requires constant research and self-improvement, philological knowledge,
and constant speech practice from teachers.
Today's primary school teacher's improved speech is a guarantee of thorough
mastery of educational materials by students. After all, primary school students
pay special attention to the teacher's speech. The incorrect pronunciation of a
letter or sound causes laughter. Speech in the same tone quickly tires students.
Some experts say that the voice and its timbre are innate, but modern
experimental physiology confirms that the quality of sound can change. Working
on the expressiveness and purity of speech affects the fluency of thoughts. Speech
occurs along with gestures, facial expressions, and movements, and continuous
self-control allows you to successfully make adjustments to the choice of effective
means.
Today, several sets of exercises on speech techniques have been developed.
They are mainly based on the experience of teachers and improve the skills of
breathing, sound formation and meaningful expression during speech, which
allows the teacher to fully convey the meaning of his speech to students.
References used:
1.
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Toxirovna, K. F. (2024). O‘Qituvchilik Faoliyatida Deontologik
Tayyorgarlikni Oshirish. Miasto Przyszłości, 51, 146-148.
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BOʼLАJАK BOSHLАNGʼICH SINF OʼQITUVCHILАRINING DEONTOLOGIK
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Kalandarova, F. (2024). O‘QITUVCHILARNING KASBIY KOMMUNIKATIV
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Toxirovna,K.F BO‘AJAK BOSHLANG‘ICH TA’LIM O‘QITUVCHILARINING
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Kalandarova Fazilat Tokhirovna. (2025). Improving the Deontological
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https://doi.org/10.37547/ijp/Volume05Issue05-11
