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DEVELOPMENT OF WRITTEN SPEECH OF STUDENTS IN NATIVE
LANGUAGE LESSONS THE ESSENCE OF QUALIFICATIONS
D.O.Mahmudova
Uzbekistan State world languages
academic Lyceum of the University
Teacher of mother tongue and literature
https://doi.org/10.5281/zenodo.15255117
Annotatsiya.
Mazkur maqolada ona tili darslarida o‘quv dasturidagi
belgilangan maqsad va vazifalarni amalga oshirish mazmunidav umumiy o‘rta
ta’lim maktabi o‘quvchilarining og‘zaki va yozma nutq malakalarini
rivojlantirishning nazariy asoslanishi va nutqiy muloqotni, mantiqiy fikrlash
hamda o‘z fikrini ifoda qilishni o‘stirish bo‘yicha tilshunos, metodist olimlar
hamda psixologlarning ilmiy fikrlari keltirilib tahliliy o ‘rganilgan.
Kalit so‘zlar:
ona tili o‘qitish,ta’lim mazmuni, malakalar mohiyati, nutq,
nutq ko‘rinishlari, ta’lim sifati va samaradorligini oshirish, og‘zaki va yozma
nutq, o‘quv ta’limiy vositalar, kognitiv, integrativ, kommunikativ yondashuvlar,
matnlar va lug‘atlar ustida ishlash.
Аннотация.
В данной статье рассмотрены цели и задачи,
предусмотренные учебной программой по предмету «родной язык»,
реализация этих целей в контексте уроков родного языка в
общеобразовательной школе, теоретические основы развития устной и
письменной речи учащихся, логическое мышление, диалог, выражение
собственного мнения. Приведены научные взгляды лингвистов,
методистов и психологов, проведен их анализ.
Ключевые слова:
преподавание родного языка, содержание
образования, сущность умений, речь, формы речи, качество и
эффективность образования, устная и письменная речь, учебные средства,
когнитивный, интегративный, коммуникативный подходы, работа над
текстами и словарями.
Annotation
. This article examines the goals and objectives defined in the
curriculum for native language lessons, their implementation in general
secondary education, and the theoretical foundations of developing students'
oral and written speech skills. It also analyzes logical thinking, dialogue,
expression of personal opinions, and presents the scientific views of linguists,
methodologists, and psychologists.
Keywords:
native language teaching, educational content, essence of skills,
speech, types of speech, quality and effectiveness of education, oral and written
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speech, teaching aids, cognitive, integrative, communicative approaches,
working on texts and vocabulary.
The main goal of teaching a native language is to mature an educated and
well-educated person with a high level of independent search and aspiration,
who can communicate based on a culture of speech in which students can
clearly, correctly, understandably, meaningfully, and fluently express their
opinion in oral and written form. To achieve this goal, it is carried out in direct
connection with the development of written literacy competencies based on the
educational content of students.Native language education should serve to
develop creative thinking in students, to teach them to correctly and fluently
state the independent thought that is its product in written and oral forms. The
most convenient method for this purpose is not requiring students to memorize
rules, but an educational method that encourages students to think, think,
search, find and generalize, aimed at observing phenomena, summarizing them,
comparing things, circumstances, identifying similarities and differences
between them, problem situations, exercises and assignments.
"The need to say and say in the native language through written speech, to
speak and hear, to realize the idea through speech has been analyzed in students
by dividing the opportunities for the formation of various speech skills, raising
them to the level of skills-skills that are generated by the subject of Primary
School native language education into the following groups .
Phonematic listening skills – the ability to correctly articulate and perceive
speech sounds within words, to distinguish word meanings based on speech
sounds, to pronounce stressed and unstressed syllables, and to pronounce and
perceive words in the correct syllabic sequence.
Graphic skills – means writing each speech sound using its corresponding
letters and symbols.
Orthographic skills – writing words and their components (root and base,
derivational, classificatory, inflectional affixes), compound words, and proper
nouns according to orthographic rules.
Stylistic skills – forming texts by avoiding unnecessary repetition of words
and their parts, and observing the correct order of sentence components.
The skills of using punctuation marks in written speech – include correctly
using punctuation marks such as period (.), question mark (?), exclamation mark
(!), and comma (,) in accordance with the curricula of primary grades and the
State Educational Standards, as well as enlivening the text, that is, performing
actions that follow them during reading.
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Prosodic skills – involve following speech tempo, pitch of the voice, diction,
and intonation when reading, speaking, and pronouncing” . The evolution of
cognitive skills plays an important role in the development of students
‘competence in written speech.The main role in this is occupied by the fact that
students perfectly occupy the linguistic levels at a high level and correctly read
words, vocabulary and sentences, and follow the rules of auditory
pronunciation.
It is advisable to rely on the following factors in order to generate the
written speech skills of students in the lessons of the mother tongue:
teaching methodological activities related to the reading of educational
material and texts on the basis of systematic design of their work in the course
of the lesson;
practical implementation of visual tools that develop speech, thinking,
thinking skills of learners ;
hearing comprehension of students, reading comprehension, positive effect
on qualifications;use of the set of exercises and assignments in the textbook
indicating the mystery;
The acquisition of knowledge and the cultivation of worldview, axiological
skills and qualifications through speech types has been researched by scientists
and researchers in scientific –theoretical , pedagogical - methodical terms. In
Particular, K.The textbook “methodology of teaching mother tongue”, created by
a group of scientists under Kasimova, says about the types of speech and their
features: ”according to the way of expressing an opinion, speech will be oral and
written. Oral speech differs from written speech as follows: oral speech is sound
speech, and written speech is graphic speech. In oral speech, auditory
perception is central, and in written speech, the sensation of sight and
movement( hand movement) is central. Both oral speech and written speech
serve as a weapon of interaction of people, but oral speech occurs in a clear life
situation, in the process of direct communication; written speech is used both
directly, isolated from specific conditions, and without the participation of a
person” .
A.The opinions expressed in the textbook “methodology of teaching the
mother tongue”, compiled by scientists led by gulomov, are appropriate. "Oral
speech is a normal colloquial speech, and this speech is associated with more
tone and different gestures. In it, a complex grammatical rule is practically not
used. Written speech,on the other hand, is told by the combination of letters and
words on the basis of a certain law, punctuation marks, all sorts of separations
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and statements in a grammatically clear and understandable statement” . The
textbooks presented above emphasize the peculiarities of oral and written
speech and the different aspects of these types of speech.
"Oral speech usually constitutes a direct speech process. In written speech,
however, it is overlooked that there is a certain distance. Accordingly, it is
natural that their consistency, completeness or nonlinearity is also different”
. The development of written speech in relation to oral speech is among
the somewhat perfect functions.
Providing meaningful and high-quality coverage of the topics given in the
textbooks” native language " on the basis of advanced pedagogical technologies,
rational use of additional scientific and methodological resources, wide
involvement of students in independent activities, orientation towards the
formation of creative texts will have a high effect in this regard.
List of literature used:
1.Тўхлиев Б., ШамсиеваМ., Зиёдова Т. Ўзбек тили ўқитиш методикаси. – Т.,
2009.4-б
2.Ҳамроев А.Р. Бошланғич синф она тили таълимини ижодий ташкил этиш.
Пед.фанл.номзоди илмий даражасини олиш учун ёзилган диссертация.
Тошкент, 2005. 121 б.
3.Qosimova К., Matchonov S. va b. Ona tili oqitish metodikasi. Boshlang`ich
ta`lim fakulteti talabalari uchun darslik. –T.: Noshir, 2009. –302 b.
4.Kurbonova O.Ways to increase lexical and communication competense of
military students. European Scholar Journal, May,2023.P37-38
5.G‘ulomov A., Qodirov M., Ernazarova M va boshq.Ona tili o‘qitish metodikasi. –
T.: Fan va texnologiya, 2012. –306 b.
6. Xolyigitova, B. K. (2021). Bolaning ijodiy faoliyatini rivojlantirish. Вестник
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