DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
97
STAGES OF FORMING ORAL AND WRITTEN SPEECH SKILLS IN
PRIMARY SCHOOL STUDENTS
Khudaybergenova Naurizbiike Qanat qizi
Nukus State Pedagogical Institute, 2nd-year doctoral student in Theory and
Methodology of Education and Upbringing (Primary Education).
Phone: +99890 701-29-19
Email: xudaybergenovanawrizbiyke@gmail.com
https://doi.org/10.5281/zenodo.16669700
Abstract:
This article analyzes the stages of forming oral and written
speech skills in primary school students. The role of psycholinguistic and
pedagogical approaches in the development of speech activity is explained. The
necessity of forming students’ communication skills by organizing lessons based
on a communicative approach is substantiated. The advantages of the gradual
development of speech competencies are illustrated with specific examples. The
article describes methods to increase students' speech activity through
interactive techniques, visual materials, and practical tasks. An analytical
perspective is provided based on foreign and local scientific views.
Keywords:
oral speech, written speech, primary education, pedagogical
technology, speech competence, communicative approach, cognitive
development, interactive method.
Introduction: In today’s education system, one of the main goals is to
develop oral and written speech skills in students. The development of speech
activity plays a key role in a child's personal growth, the ability to express
thoughts fluently, and the mastery of reading and writing skills. These
competencies are particularly important in primary education, as they form part
of the fundamental competencies of students. This article presents the stages of
forming oral and written speech skills, their characteristics, practical
experiences, and methodological approaches. Developing these skills is a central
task of the educational process, as they contribute significantly to a child’s
ability to express themselves clearly, communicate effectively, and think
independently.
Theoretical Foundations: The formation of students’ speech skills is
grounded in various theories from linguistics, psycholinguistics, and pedagogy.
L.S. Vygotsky’s theory of the "Zone of Proximal Development" demonstrates that
children can reach higher developmental levels in speech when assisted by
adults or peers. This highlights the importance of tailored methodological
support from teachers [1]. According to J. Piaget’s theory of cognitive
development, children aged 6–10 are in the concrete operational stage, where
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International scientific-online conference
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they think based on real-life situations. Therefore, the use of specific examples,
real-life events, and visual materials in lessons is essential. This theory provides
methodological guidance for speech development [2]. The communicative
language teaching approach, developed by M. Halliday [3] and Dell Hymes [4],
focuses on fulfilling students’ need for communication through language. In this
approach, language learning is seen as a process of verbal interaction and idea
exchange. Thus, in primary education, activities such as riddles, role-playing,
and question–answer exercises based on communication are widely applied.
This study uses methods such as pedagogical observation, experiments,
analysis of students’ written work, questionnaires, and interviews.
Results and Discussion: Experimental work with primary school students
revealed that oral and written speech skills are formed in the following stages:
1. Preparatory Stage:
Working on pronunciation and vocabulary;
Creating sentences based on pictures;
Expanding vocabulary through question–answer activities.
2. Initial Stage:
Composing texts using simple sentences;
Narrating daily events orally;
Expressing ideas in simplified written form.
3. Reinforcement Stage:
Rewriting stories;
Giving titles and describing the content of texts;
Converting oral narratives into written form.
4. Creative Application Stage:
Independently creating texts (e.g., fantasy stories, impressions);
Writing essays (about family, school, nature);
Creating dialogues and monologues [5; p. 37].
The effectiveness of these stages depends on proper lesson organization,
student engagement, and active participation. At each stage, it is necessary to
consider students’ age, psychological traits, and level of speech development.
Additionally, family environment and social conditions also directly influence
this process. According to the experimental lessons, the following exercises were
effective in developing oral speech:
Composing stories based on pictures;
Tongue twisters, riddles, and proverbs for verbal expression;
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Group discussions for expressing opinions.
For written speech development:
Creating questions and answers based on texts;
Writing essays based on outlines;
Editing and rewriting texts.
Conclusion: The development of oral and written speech skills in primary
school students plays a vital role in their personal and social development. A
stage-by-stage approach, integration of methodological strategies, and use of
innovative technologies lead to higher learning outcomes. Teachers must
carefully plan tasks for each stage and apply individual approaches to support
every student’s speech development. Practical experience has shown that
integrating oral and written language development improves educational
quality and efficiency.
References:
[1] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher
Psychological Processes. Harvard University Press.
[2] Piaget, J. (1959). The Language and Thought of the Child. Routledge & Kegan
Paul.
[3] Halliday, M.A.K. (1975). Learning How to Mean: Explorations in the
Development of Language. Edward Arnold.
[4] Hymes, D. (1972). On Communicative Competence. In: J.B. Pride & J. Holmes
(Eds.), Sociolinguistics. Penguin.
[5] G’ofurov, N. (2019). Methodology for Developing Oral and Written Speech of
Primary School Students. Tashkent: O‘qituvchi.
