CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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VOLUME:
Vol.06 Issue03 2025
10.37547/pedagogics-crjp-06-03-08
Page: - 30-36
RESEARCH ARTICLE
Modern Approaches and Methods for Developing Oral
Speech
Kabulov S.T.
Karakalpak State University named after Berdakh, Uzbekistan
Received:
26 January 2025
Accepted:
15 February 2025
Published:
22 March 2025
INTRODUCTION
In the era of innovative technologies, the Russian language
has become highly relevant. The revitalization of
intercultural communication and the growing interest in the
intellectual wealth accumulated by humanity have made
the Russian language not just an interesting academic
subject but also a necessary tool for cultural dialogue, the
integration of Uzbekistan into the global economic system,
and the implementation of joint scientific and technical
projects with European countries. There is an increasing
demand for specialists proficient in spoken Russian, as
well as those prepared to work with literature and various
documentation in Russian. This has led to significant
changes in the practice of teaching Russian, where the
dominant approach has become the personality-activity
approach, which focuses on teaching students to
communicate in Russian from the very first lesson.
MATERIALS AND METHODS
To achieve the research objectives, a comprehensive
approach and a series of methods aimed at developing
students' oral speech in general education institutions were
used. The study was conducted at a school with a national
language of instruction. The main focus was on the use of
methods that promote the formation of speech skills and
the improvement of pronunciation.
The study also included practical sessions where students
performed the following tasks:
-
Exercises on sound production;
-
Reading and pronouncing texts to improve intonation
and stress;
-
Listening to audio materials followed by retelling or
content analysis.
RESULTS AND DISCUSSION
Teaching pronunciation should be conducted in every
lesson, as stable pronunciation skills can only be developed
through systematic and purposeful work throughout the
entire learning period. When starting to practice
articulation skills, the instructor must remember that no
sound in the target language is pronounced exactly like a
sound in the native language. It should not be assumed that
identical letters in both languages represent identical
sounds: this can lead to students developing pronunciation
habits from their native language. However, it is important
to remember that retraining is often much more difficult
than teaching correctly from the beginning.
ABSTRACT
This article examines the fundamentals of teaching speech activity, describes methods and types of work for speech developmen t,
and discusses teaching speech activity types to students in general education institutions at the present stage.
Keywords:
Method, speech, articulation, listening.
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Currently, the following methods are used in teaching
pronunciation:
1. Imitation, or mimicking the instructor's pronunciation;
this method is used at all stages of learning. Imitation is
simple mimicry of the teacher. Therefore, the teacher's
pronunciation
must
naturally be impeccable. To
demonstrate clearly, the teacher pronounces a word with
the target sound several times (not an isolated sound, but a
word or syllable). Students listen carefully, observe the
articulation, and then repeat the same words (or syllables).
The teacher monitors their pronunciation, corrects
mistakes, and ensures they repeat until they master it.
Imitation is one of the primary methods for teaching
pronunciation, as it helps develop students' phonological
awareness for differentiating sounds in the target language.
2. Demonstration or explanation of articulation when
pronouncing a sound; Articulation refers to the position of
the speech organs when producing a particular sound. The
essence of the articulatory method is that the teacher shows
and explains the position and movement of the speech
organs when pronouncing a specific sound. Students must
understand how one sound differs from another, which
articulations are common to two or three sounds, and
which serve to differentiate sounds. Combining imitation
with the articulatory method is highly effective. ### Using
the Articulatory Method
The articulatory method cannot always be used, as it is
impossible to demonstrate the articulation of all sounds.
Additionally, not all aspects (positions and movements of
the speech organs) are perceptible. For example, it is
impossible to show the articulation features of hardness
and softness, as these aspects are imperceptible. Therefore,
it is advisable to combine this method with other
techniques, such as using "helper sounds," i.e., neighboring
sounds with perceptible articulatory features.
However, in some cases, demonstrating and explaining
articulation can be very helpful. It is known that when
pronouncing sounds in their native language, children's
speech organs automatically and unconsciously perform
the necessary movements. The teacher's task is to develop
automated movements of the speech organs in students that
correspond to the sounds of the target language, based on
their existing pronunciation skills. However, achieving
such skills is only possible through awareness of the
articulation of difficult sounds. Thus, the articulatory
method helps correct students' pronunciation.
For example, students might pronounce [ы] as [и]. The
explanation of articulation and advice would be:
1) Move the tongue back, as when pronouncing [у];
2) Pronounce the sound lower and quieter;
3) Compare [и] and [ы] in words.
Similarly, students might pronounce [ф] as [п]: [пизика],
[копта]. The explanation of articulation and advice would
be:
1) Stretch the lips, as when pronouncing [м];
2) Lift the upper lip so that the upper teeth are visible;
3) Bring the lower lip close to the edge of the upper teeth;
4) Direct the air stream toward the lower lip;
5) Continue pronouncing the sound this way for a few
seconds;
6) Compare words like [пар] — [фар], [пакт] — [факт].
Similar explanations can be given for each sound.
The imitation and articulatory methods complement each
other. The instructor clearly pronounces a word with the
target sound and demonstrates the articulation. Students
listen, observe the articulation (if possible), and repeat after
the instructor. Through systematic practice, students
transition from consciously controlling their speech organs
to automated, unconscious pronunciation skills. However,
it is important to note that developing automated skills is
extremely challenging and can only be achieved through
daily exercises and speech practice.
3) Comparison (or Contrast) of Sounds
Comparison and contrast are the most active techniques for
the differentiated acquisition of various sounds. The target
sound can be compared with another sound in the Russian
language that shares common features, or with a sound
from the native language. The most effective approach is
to compare two sounds in different words. This allows
students to connect acoustic and articulatory differences
with semantics and the phonological meaning of the sound.
Linking different sounds to semantics enhances the
effectiveness of differentiated sound perception. A direct
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and inverse relationship is created: on one hand, different
sounds create different semantic meanings, and on the
other,
different
meanings
create
distinct
sound
representations in the student's mind. If these sounds did
not affect the semantics of the word, they might not be
noticed and could be perceived as a single sound.
The articulation of one of the sounds must be well mastered
by the students to allow for comparison with another
sound. For comparison, the teacher must know the
articulatory-acoustic features of all sounds in both the
target and native languages. When characterizing the
phonological and articulatory features of sounds
(phonemes), it is essential to approach this task with great
care.
Using the Comparison or Contrast Method
The use of the comparison or contrast method requires
certain preparatory work. The instructor explains the
articulation of difficult sounds and then compares them
with other sounds. For example, before comparing the
sounds [о] and [у], it is necessary to explain the articulation
of [о]:
1) Open your mouth wider without relaxing the lip
articulation;
2) Slightly increase the lip opening;
3) Compare [у] and [о] in words: тут — тот, дума —
дома, бук — бок, руль — роль.
Successful mastery of oral speech depends on the degree
of proficiency in pronunciation. Teaching pronunciation is
based on the conscious acquisition of the articulation of
sounds in the target language and the active use of speech
organs (tongue and lips). Students are tasked with
understanding articulatory movements in unity with their
sound correspondences, learning to listen and hear
themselves and their interlocutors, and feeling and
understanding the difference between pronunciation and
spelling. To achieve this goal, imitation should initially be
used, which can be applied after explaining the technique
of pronouncing sounds.
Stages of Pronunciation Work
1. Forming the Basics of Pronunciation
2. Developing and Improving Orthoepic Skills
To achieve this, students must be introduced to the
phoneme system of the target language, sound articulation,
stress patterns, intonation, and the main types of intonation
structures.
Phonetic material includes the following topics:
- Consonants and vowels in different positional conditions;
- Combinations of consonants and vowels;
- Pronunciation of grammatical forms;
- Rhythmic patterns of polysyllabic words;
- Groups of words with fixed and movable stress;
- Fluency in pronouncing words in speech;
- Unstressed words and words with weakened stress.
Phonetic exercises should be divided into placement
exercises
and
reinforcement
exercises.
Placement
exercises involve pronouncing syllables, words, phrases,
and short sentences. Reinforcement exercises include
pronouncing and reading syllables, familiar words, then
new words with two or more difficulties, reading
sentences, and auditory and articulatory exercises
contrasting mixed phenomena, as well as answering
questions.
Types of Exercises
In accordance with the types of speech activity, exercises
can be divided into auditory, articulatory, and those aimed
at developing reading techniques. Auditory exercises
precede articulatory ones when introducing sounds, but
later both types of exercises should be used in parallel.
From the perspective of forming and developing auditory-
pronunciation skills and abilities, it is important to
correctly combine training and speech exercises. Training
phonetic exercises include reading and pronouncing
syllables, words, phrases, and sentences. Listening to
speech samples (syllables, words, phrases, sentences, texts,
and dialogues), as well as listening and repeating at
intervals, and phonetic dictations play a leading role in
teaching pronunciation.
Teaching Russian to Non-Native Speakers
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In teaching Russian to non-native speakers, familiarity
with linguistic material (lexical, grammatical, and
phonetic)
occurs
comprehensively,
ensuring
their
participation in real speech communication. Speech
communication is only possible with certain skills: oral
speech requires listening and speaking skills, while written
speech requires reading and writing skills.
The acquisition of the Russian language and the
development of speech skills, especially speaking, occur
through listening. Listening, or auditory perception and
comprehension of spoken speech, is an active creative
process.
Listening as a Form of Cognition
Listening is one of the forms of cognition. It relies on the
physiological and psychological characteristics of a
person. It is well known that knowledge about the
surrounding world is acquired through sensations and
perceptions. In the case of listening, auditory perception
(specifically, the second signal system) plays a key role, as
"the second signal system transforms the perceived object
into a verbal signal, determines the understanding of
primary signal stimuli, gives human perception a voluntary
character, and connects perception with the activity of the
individual."
Auditory perception is psychologically complex and
includes not only listening, i.e., receiving information, but
also hearing, i.e., recognizing and understanding sound
signals. At the same time, listening serves as a means of
activating speech-thinking activity, since listening and
hearing involve connecting with previously acquired
knowledge and serve as the basis for organizing speech
actions. As A. A. Leontiev emphasizes, when developing
students' oral speech in Russian, one should not be satisfied
with merely reproducing ready-made communicative
stereotypes: teaching communication can be achieved by
forming and maintaining a specific motive
for
communication, as well as organizing the active creative
activity of the student [Leontiev: p. 67]. Not passive
reproduction, but active speech production; not drilling
ready-made communication methods, but guiding students
to independently search for such methods (naturally, with
the teacher's hints and assistance) – this is the main task of
teaching foreign language communication [Polat: p. 34].
The Complexity of Understanding Spoken Speech
The process of understanding spoken speech is complex.
At the core of speech perception is verbal understanding,
which arises from recognizing previously learned words
and entire speech patterns.
However, to perceive a statement as a whole, objective
understanding of what is being discussed in the message is
necessary. This understanding relies on the students' life
experience and plays a decisive role in the perception of
descriptive speech. However, objective understanding
alone is not sufficient to grasp cause-and-effect
relationships between facts and the logic of events. For
this, logical understanding is required, which assumes a
certain level of mental development in the listeners,
allowing them to understand the cause of events or actions.
One of the significant shortcomings is the lack of
independence in students' mental activity during Russian
language lessons. This is mainly due to the way
educational tasks are structured, where students are only
required to answer a given question rather than express
their own thoughts.
The Development of Speech in Non-Native Speakers
The development of speech in non-native students is
closely related to their ability to consciously perceive and
apply the forms and patterns of another language in
practice. To practically master a language, i.e., to speak,
listen, and write fluently in a non-native language, one
must possess a sense of the language, which is realized in
speech actions. This is an element of skill that can be taught
and developed.
The main goal of listening is to promote the understanding
of the content of perceived speech and the extraction of
information from it.
The Role of Texts in Teaching Listening
The primary instructional unit in teaching listening is the
text (audio text). Its volume and nature depend on the goals
and objectives of the lesson. Texts chosen for listening
should correspond to the age characteristics and interests
of the students, contain a specific problem of interest to the
listeners, have a simple plot with clear logic and causality,
represent different forms of speech (dialogic, monologic),
and include redundant elements of information. For the
perception and understanding of the content of
information, the clarity and volume of the speaker's
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pronunciation, their ability to intonationally highlight
semantic predicates and logical statements, as well as the
pace of speech, are of particular importance.
Factors Affecting Listening Quality
The quality of listening can be influenced by several
factors:
- The duration and number of repetitions (1 or 2 times) of
the audio;
- The presence or absence of visual support;
- Paralinguistic means (facial expressions, gestures, and the
speaker's demeanor), which serve several functions: they
make speech expressive, emphasize the most important
ideas in the message, and characterize the emotional and
volitional state of the speaker.
Therefore, in the initial stages, especially in younger
grades, it is necessary to present spoken speech at a slightly
slower pace, gradually increasing the speed to a normal
level. To practice the normal pace of internal pronunciation
during listening, it is useful to organize listening to audio
recordings or reading with the support of a written text:
while listening, students simultaneously read the text
"silently." Listening Exercises
Listening exercises should also develop the ability to
perceive and understand spoken speech from different
voices, at different speeds, and from different sources, as
constantly listening to the same voice makes it difficult to
understand other people's speech. For this purpose, the use
of technical tools is significantly expanded in higher
grades.
Listening is closely related to other types of speech
activity, primarily speaking. In language teaching,
listening is considered both an independent and specific
type of speech activity and an active cognitive tool through
which new speech messages are perceived, recognized, and
understood, and their creative combination in new
situations is formed. Listening relies on certain skills:
grammatical, lexical, subconscious perception, and
differentiation of the sound aspects of speech. Ultimately,
the success of listening depends on how grammatical and
lexical skills are connected with the third group of skills,
i.e., whether they were formed under conditions of auditory
perception and comprehension.
Developing Listening Skills
The formation of listening skills requires a special
approach and the development of auditory exercises that
vary in content and execution. The correctness and
accuracy of understanding the content of listening texts
depend on the level of skill development. To activate the
listening process, each auditory exercise should be
preceded by a clearly defined listening goal and an
expectation of its outcome.
Based on the study and generalization of experience in
schools with a national language of instruction, three types
of listening exercises can be identified:
1. Exercises for Developing Listening Skills (aimed at
understanding audio texts and related to the ability to
correlate the lexical meaning of individual words and the
meaning of individual sentences with the content of the
entire statement, to correlate parts and the whole, and to
distinguish the main from the secondary):
a) Recognizing a speech signal (i.e., a segment of the
speech flow);
b) Distinguishing sentences by meaning and intonation;
c) Distinguishing sound signals;
d) Determining the semantic and grammatical meaning
of a word based on its formal features;
e) Determining the number of words in a sentence;
f) Determining the number of semantic parts in an audio
text and the main idea of each;
g) Identifying the main and secondary information in the
text.
Tasks to Develop These Skills
The following tasks, which also serve as methods for
checking comprehension, help develop these skills:
1. Listen to the text and answer the questions;
2. Listen to the text, then formulate questions about its
content and answer them;
3. Listen to the text and determine whether the given
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questions cover all its content and what additional
questions could be asked;
4. Listen to the text and determine whether the questions
about its content are correctly formulated and which ones
are inappropriate;
5. Listen to the text and identify its semantic parts,
determining the main idea of each;
Listen to the text in parts and identify the sentences that
contain the main idea of each part;
7. Determine in which part of the text the main information
is contained (beginning, conclusion);
8. Explain which part can be considered the main one and
why.
9. Listen to the text and convey its main content;
10. List the facts stated in the text;
11. Listen to the text and leave a plan for retelling its
content;
12. Analyze the text in terms of which grammatical forms
or lexemes prevail in it; is there a connection between the
content of the text and the use of the corresponding
grammatical or lexical forms.
2. Exercises for developing coherent speech skills based on
audio texts:
1) Listen to the text, title it or justify the title if the text has
a title;
2) Make a plan of the text you listened to, choosing suitable
phrases from those you listened to;
3) Listen to two versions of the text and find discrepancies
in them;
4) Retell one of the test episodes in detail;
5) Listen to the dialogue, characterize its participants;
6) Make a version of the continuation of the text;
7) Provide additional information on the issue raised in the
text;
8) Listen to the text, highlight problematic issues, express
your thoughts on the issue raised in the proposed text;
9) Try to determine the position of the author of the text.
3. Listening work related to the use of information
technology. The following exercises can serve as examples
of this type of work:
1) Listen to the words and repeat them at intervals,
carefully monitoring the pronunciation;
2) Listen to the questions and answers to them and repeat
them at intervals, monitoring the intonation;
3) Listen to the beginning of the dialogue and finish it at
intervals;
4) Listen to the sentences and repeat them at intervals;
5) Listen to the questions and answer them at intervals;
6) Listen to the text, retell its content, replacing speech
with indirect speech.
As practice shows, performing such exercises helps not
only students to deeply assimilate the material, but also to
develop their ability to think and act creatively.
CONCLUSION
Thus, listening, acting in the educational process as a
means of teaching, in addition to the main, actually
communicative, function, also performs many auxiliary
pedagogical functions. It stimulates the speech activity of
students; ensures the management of the learning process:
it is used to acquaint students with new language, speech,
Russian studies and local history material and to develop
skills and abilities in the process of speech activity; helps
to maintain the achieved level and proficiency in speech;
increases the effectiveness of feedback and self-control.
REFERENCES
Leontiev A.A. Some problems of teaching Russian as a
foreign language. - M .: Moscow State University
Publishing House, 1970.
Polat E.S. New pedagogical and information technologies
- M / Ed., 2006.
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Shcherba L.V. Language system and speech activity. - M.,
1974.
