European International Journal of Pedagogics
183
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
183-186
DOI
3
OPEN ACCESS
SUBMITED
23 March 2025
ACCEPTED
19 April 2025
PUBLISHED
21 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The System of Developing
Linguistic Competence in
Primary Education
Eshbekova Dilnoza Ibraimovna
Lecturer at the Department of Theory and Practice of Primary Education
at Jizzakh State Pedagogical University, Uzbekistan
Abstract:
This article examines the issues of developing
linguistic competence in primary school students. In
addition, the importance of linguistic competence in the
educational process, methods of its development are
analyzed, and educational and didactic support is
developed, which serves to improve the methodology
for developing linguistic competences of future primary
school teachers. The article covers modern approaches
and effective methods of language learning in
education.
Keywords:
Competence,
linguistics,
linguistic
competence, philology, educational and didactic
support, regulations, curriculum, standard, didactic
complex, methodological manual, integrated approach,
systemic approach.
Introduction:
In accordance with the development of
modern science, a number of contemporary
requirements are being set not only for linguistics but
also for the new generation of textbooks and
educational materials related to the subject "Mother
Tongue," which is characteristic of all stages of the
education system, and for their improvement in line
with the political era of New Uzbekistan. First and
foremost, the current era demands the introduction of
new content into the field of philology. Organizing the
educational processes in higher educational institutions
with a renewed content and essence aims to achieve
more effective results. Most importantly, it prioritizes
the full use of new pedagogical and information
technologies to train modern national specialists in
accordance with state orders.
Moreover, today’s education system, with its newly
developed
standards,
regulations,
curricula,
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European International Journal of Pedagogics
educational materials, and new generation textbooks,
does not allow for the continuation of the educational
process in higher institutions using outdated and
traditional methods. This pressing need requires the
preparation of future specialists
—
namely, prospective
primary school teachers
—
to be ready to work under
entirely new conditions. Most importantly, it demands
the development and implementation of innovative
technological approaches in education, which provide
positive pedagogical outcomes based on their
previously
acquired
knowledge,
skills,
and
competencies.
It should be emphasized that a number of scholars
have dedicated their research to the theoretical,
pedagogical, and methodological foundations of
primary education, particularly to the "Mother
Tongue" and speech culture lessons within this field.
These include works by X.A. Turakulov [3, p. 334], U.A.
Jumanazarov [4, p. 162], M.A. Toshpolatova [5, p. 45],
G.R. Akhromova [6, p. 24], D.R. Polatova [7, p. 39], M.A.
Jumayeva [8, p. 52], M.B. Sheranova [9, p. 53], H.B.
Tursunov [10, p. 51], Sh.U. Nurullayeva [11, p. 24],
F.Kh. Kholikulova [12, p. 48], and others.
By studying the research of the above-mentioned
scholars, we developed an educational-didactic
framework that serves to improve the methodology
for developing the linguistic competencies of
prospective primary school teachers and applied it in
practice using an authorial approach. For this, we
based our work on and generalized the following
specialty subjects from the 60110500
–
Primary
Education
undergraduate
curriculum:
"Mother
Tongue," "Methods of Teaching the Mother Tongue,"
"Speech Culture of the Teacher," "Methods of Teaching
Literacy and Spelling," and "Practical Uzbek Language
and Office Work in the State Language." We decided to
name
the
educational-didactic
framework
encompassing these subjects as "Linguistic Sciences"
(see Figure 1).
The data provided and our scientific observations in this
regard clearly show that the level of professional
proficiency of prospective primary school teachers
(PSTs)
—
i.e., their linguistic competence
—
is determined
by several factors. Based on our authorial approach, we
systematized some of these factors as follows:
–
Possession of deep knowledge grounded in the
scientific theory of linguistic subjects included in the PST
undergraduate curriculum;
–
Ability to demonstrate methodical and practical
activity based on the educational-didactic support
related to linguistic subjects;
–
Mastery of optimal and modern methods for
independently solving problems encountered in the
field of linguistics during professional activity;
–
The tasks of writing essays, written papers, course
works, and graduation theses related to improving
linguistic competencies during the period of
professional development of PSTs, being part of their
continuous independent research work.
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European International Journal of Pedagogics
Educational and didactic support for linguistic sciences
Information related to
management in education
Information
management block
Educational-
methodical block
Regulatory documents on educational and methodological support in
education: law, regulation, criterion, concept, principle, and control
activities
Textbooks and
educational manuals
related to linguistics
Programs and
curricula related to
linguistics
State Educational
Standards (SES) related
to primary education
Electronic educational
literature related to
linguistics
Encyclopedic
dictionaries related to
linguistics
Videoteca related to
linguistics
Pedagogical innovations, tools,
methods, techniques, and results of
experimental studies
Distance education
technologies
Information environment of the educational process in education
Professional literacy of primary school teachers (development of
linguistic competence)
Figure 1. Complex of educational and didactic support.
–
The ability to regularly contribute materials based on
the results of one’s linguistic research to
methodological,
scientific-methodological,
and
popular scientific journals and collections at the faculty
and higher education institution levels, and most
importantly, possessing specific pedagogical and
psychological competencies in this field;
–
Having
deep
theoretical
philological
and
methodological knowledge about new-generation
textbooks, educational and instructional manuals,
didactic complexes in the field of linguistics, as well as
articles and information published in periodicals;
–
The ability to provide analytical and critical feedback
on scientific papers, theses, abstracts, analytical
reports, protocols, methodological manuals, and
recommendations presented at scientific-practical
conferences related to linguistic disciplines.
Only by considering such factors can the methodology
for developing linguistic competencies among future
primary school teachers be improved. Naturally, it is
possible to propose various perspectives and develop
methodological
recommendations
for
the
implementation of these necessary factors. However,
there are still a number of pressing problems and
priority tasks in this area awaiting resolution, and we
found it necessary to present some of them through an
authorial approach:
–
In the process of informatizing the primary education
system in higher education institutions, it is necessary
to create and implement optimal models for teaching
Information bank on educational and didactic support in education
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European International Journal of Pedagogics
and learning the subject “Mother Tongue” alongside
other disciplines included in the curriculum;
–
To develop the scientific and pedagogical
foundations for modern computerization of the
educational process in the “Mother Tongue” subject
using
modern
information
and
pedagogical
technologies;
–
To develop methodological recommendation
sys
tems for the subject “Mother Tongue” that align the
innovative qualities formed in future primary school
teachers with the practical activities of modern
specialists and ensure their effective use;
–
To establish and implement in practice the
methodology of using research approaches such as the
“Complex Approach” and “Systemic Approach” in the
field of primary education.
As rightfully noted by Sh. U. Nurullaev, the application
of problem-based learning methods, independent
study methods, and the use of didactic games in
mother tongue education, especially in primary
grades, contributes to the effectiveness of teaching [1,
p. 24]. X. B. Tursunov, in his research, recommends the
use of didactic games in the development of
communicative competencies of primary school
students [2, p. 51]. These include games that support
the assimilation of language material and the
development of communicative competence
—
based
on visual aids, objects, or verbal and communicative
situations.
CONCLUSION
In conclusion, the development of educational-didactic
support for improving the methodology of enhancing
linguistic competencies in future primary school
teachers is a comprehensive, complex, and creative
task. With its help, opportunities are created to train
modern specialists based on innovative approaches.
During mother tongue lessons in primary education,
future teachers engage their students in focusing on
the essential aspects of the linguistic phenomena
being studied. As a result, they help establish strong
connections between previously studied, currently
studied, and future linguistic phenomena, thereby
increasing the effectiveness of the lessons.
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