International Journal of Pedagogics
337
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
337-342
10.37547/ijp/Volume05Issue06-89
Ways to Eliminate Speech Errors in Primary School Students
Abdupattayev Gulomjon
Lecturer at the Department of Pedagogy and Psychology at Kokand University, Uzbekistan
Received:
27 April 2025;
Accepted:
23 May 2025;
Published:
25 June 2025
Abstract:
In native language education, the development of oral and written speech literacy of students has
always been considered a pressing issue. Because the basis of the 21st century life skills is precisely the
competences of the student to express his/her speech fluently and meaningfully in existing situations, to work in
collaboration, to understand the listener. This article discusses the mechanisms for working on the speech literacy
of primary school students, identifying existing speech errors in them, developing various recommendations for
their elimination, and implementing them in practice. Experimental research conducted in the city of Kokand on
identifying speech errors in primary school students gave useful conclusions in achieving the goal of the scientific
research, and on this basis, strategies were developed to reduce speech errors. The results of the experimental
research conducted on the basis of pedagogical observation, comparison, interviews, and questionnaires were
summarized and recommendations were given. The results of the research were presented in diagrams and the
author's thoughts were expressed. The article presents general conclusions based on the results obtained.
Keywords:
Primary education, speech, speech culture, speech literacy, topic, school, student, method, research,
analysis.
Introduction:
Primary education is the foundational
stage of continuous learning. It plays a crucial role in
shaping the clarity and fluency of a child’s speech. A
child’s articulate and meaningful speech is one of the
indicators of their cultural, intellectual, and moral
maturity. Experts acknowledge that the development
of oral speech from an early age is essential for a
person. Well-developed speech serves as an important
part of human activity. Fluent speech in students is a
powerful tool for achieving success in school. As it has
been stated, “To ensure our youth grow into
independent thinkers with high intellectual and moral
potential, able to compete with their peers globally in
all areas, we will mobilize all the power and capabilities
of our state and society,” t
his vision places a pressing
and significant responsibility on the methodology of
teaching the native language
—
to cultivate individuals
with strong, competitive knowledge.
The development of speech competencies holds a
special place in increasing the quality and effectiveness
of native language classes. It is essential for students to
independently complete exercises related to the topic,
draw correct conclusions, and express their thoughts
freely in both oral and written forms.
Literature Analysis. Denis D
iderot once remarked: “If
someone stops reading books, you can be sure they
have also stopped thinking.” Issues related to language,
speech, and speech culture have attracted the
attention of many thinkers such as Abu Nasr al-Farabi,
Abu Rayhan Beruni, Ibn Sina, Al-Khwarizmi, Yusuf Khos
Khojib, Mahmud al-Kashgari, Zamakhshari, Kaykovus,
Jalaluddin Rumi, Kashifi, Alisher Navoi, Behbudi,
Abdulla Avloni, Abdurauf Fitrat, and Abdulla Qodiriy.
The significance of speech culture was so great that it
never escaped the attention of these great figures. For
example, chapter seven of Kaykovus’s work
Qabusnama is devoted to the subject of oratory and
attaining high status through eloquent speech. In this
chapter, Kaykovus discusses the importance of
meaningful and beautiful speech, the correct and
appropriate use of words, refraining from lies, and the
value of speaking in a way that pleases the public.
Thus, cultivating speech culture and eliminating speech
errors in children’s education is of great importance.
Politeness and correctness in speech are vital aspects
in raising the younger generation. Proper use of words,
correct pronunciation, adherence to literary norms,
International Journal of Pedagogics
338
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International Journal of Pedagogics (ISSN: 2771-2281)
and avoidance of speech errors are among the main
educational objectives. The great orator Cicero wrote
in De Oratore: “Oratory is a skill that cannot be attained
easily; it requires a great deal of knowledge and effort.”
Indeed, speaking correctly and beautifully requires
effort. Without such effort, words would lose their
value. In this regard, our President Shavkat Mirziyoyev
states in his book The Uzbek Language is Our National
Identity: “The Uzbek language, one of the world’s
ancient and rich languages, is a symbol of our national
identity and independent statehood, an invaluable
spiritual treasure,
and a great cultural value.”
This highlights the fact that one who does not know
their own language cannot be considered complete. A
person who lacks mastery of their language cannot
express it fully, leading to deficiencies in their speech.
Delivering meaningful speech and pronouncing words
correctly has been regarded as a rare skill and talent
since ancient times. It is appropriate to cite the view of
E. Begmatov: “Oratory is the oral form of speech; the
art of oratory is the art of oral speech, while speech
culture is a concept applicable to both oral and written
forms of communication.”
Oratory, the art of speaking, and speech culture are
interconnected concepts. An orator can elevate their
speech to the level of art, naturally forming a refined
speech culture and oratory skill.
Professor V.D. Kudryavtsev defines oratorical speech
as: “Any oral speech is considered oratorical not only
because it explains and proves something, but also
because it aims to influence the audience’s
understanding.”
We believe that it is the responsibility of teachers not
just to explain, but to demonstrate to children. This
means teaching in a way that remains within the child's
range of understanding, making each lesson engaging
through real-life examples, eliminating speech
shortcomings during the learning process, and
—
most
importantly
—
preparing thoroughly for each class.
These are the key elements of achieving success.
As noted in N. Bekmirzayev’s textbook Foundations of
Oratory: “Eliminating the defects and shortcomings in
our speech is one of the socio-political tasks of national
importance that falls under the domain of oratory.”
This shows that the task of correcting speech defects
and shortcomings must be elevated to the state level.
This is because individuals with healthy, deep-thinking
speech are the future and foundation of a nation.
Linguist Nizomiddin Mahmudov, in his book Speech
Culture of the Teacher, discusses expressiveness in
speech: “There are many and varied possibilities in
language that serve to create expressiveness. Each
element
—
phonetics, vocabulary, morphological forms,
syntactic constructions, intonation, and style
—
is a
source of expressive speech. If the speech-maker
understands the nature and usage of these resources
well, they will have no difficulty ensuring expressive
quality in speech.”
Indeed, studying the fundamental elements of speech
allows for development and measurable achievement.
Each component
—
phonetic structure, word origins,
morphological
forms,
syntactic
combinations,
intonation, punctuation, and style
—
is a source of
expressiveness in speech. In order to prevent
deficiencies in a student’s speech, the teacher must pay
close attention to these elements when working with
children.
METHODOLOGY
In our small-scale scientific research, the state of
students’ speech literacy was examined both during
and outside of class through pedagogical observation.
As the object of the study, general secondary schools
No. 7 and No. 67 under the Qo‘qon City Department of
Public Education in Fergana Region were selected.
The study involved 95 second-grade students from
School No. 7, including class 2-"A" (30 respondents), 2-
"B" (32 respondents), and 2-"D" (33 respondents), as
well as students from class 2-"A" (30 respondents) of
School No. 6.
During the experiment, methods such as "Interview,"
"Questionnaire,"
"Test,"
and
"Pedagogical
Comparison" were used to identify speech errors
among the students. See: Figure 1.
RESULTS
International Journal of Pedagogics
339
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International Journal of Pedagogics (ISSN: 2771-2281)
Figure 1. Results of the experiment conducted using the interview method.
In the diagram, we can observe that 85% of students in
class 2-"A", 75% in class 2-"B", and 65% in class 2-"D"
showed positive results. This indicates that using
interviews is an effective method for identifying and
addressing potential speech deficiencies in students,
contributing to the development of their speech
literacy.
A survey was also conducted among 20 primary school
teachers from School No. 7 in Qo‘qon city. We decided
to present the responses to questions 2 and 3 from the
questionnaire in the form of a diagram. One of the
questions asked: “What do you think are the causes of
speech errors and deficiencies in students?” The
opinions of the respondents are illustrated in the
following figure. See: Figure 2.
Figure 2. Causes of speech errors.
As seen in the diagram, 47% of teachers identified
family conflicts and the negative influence of the
environment, 17% pointed to the teacher’s lack of
preparation for the lesson, 29% noted students’ limited
vocabulary, and 7% selected inability to engage
students in the lesson as causes of speech errors.
The responses to the question “What can be done to
eliminate speech errors in students?” are presented in
the following figure. See: Figure 3.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Class 2-
d
Class 2-
b
Class 2-
a
Mark 3
Mark 4
Mark 5
47%
17%
29%
7%
Family conflicts and the negative influence of the environment
Teacher’s lack of preparation for the lesson
Limited vocabulary of the student
Inability to engage students in the lesson
International Journal of Pedagogics
340
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International Journal of Pedagogics (ISSN: 2771-2281)
Figure 3. Ways to eliminate speech errors.
According to the responses to question 3 of the survey,
23% of teachers emphasized the importance of
working on vocabulary, 19% suggested using
pedagogical methods, 12% recommended individual
work with students, and 46% indicated that students
should be encouraged to read more books.
The results of the test conducted through the Kahoot
platform are illustrated in the following figure. See:
Figure 4.
Figure 4. Results of the test study.
As seen from the diagram, on the first day the children
did not demonstrate sufficient understanding, on the
second day they began to develop some skills, and by
the third day the students were able to give positive
responses.
The results of the experiment conducted using the
pedagogical comparison method can be seen in the
image below. See Figure 5.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Day 1
Day 2
Day 3
Test method results in 2nd grade classes
Mark 5
Mark 4
Mark 3
23%
19%
12%
46%
Working on vocabulary
Using pedagogical methods
Individual work with students
Encouraging more reading
International Journal of Pedagogics
341
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International Journal of Pedagogics (ISSN: 2771-2281)
Figure 5. Comparison results.
Based on the diagram analysis, it can be concluded that
while children's reading comprehension is at a positive
level, there is a need to improve their listening
comprehension. For this purpose, it is necessary to
work more with audio texts and use retelling methods.
Discussion. The period of speech development is an
integral part of human life. Especially in childhood, this
period accelerates and contributes to the overall
formation of the student, helps to establish
relationships with peers, and gradually develop the
ability to exchange thoughts. I.A. Zimnyaya and V.M.
Solnsev rightly said, “Speech is the process of putting
languag
e into action.” V.A. Krutetskiy emphasized:
“Speech is the process of using language to
communicate with people. In individuals with
underdeveloped speech, communication also does not
develop. It is speech that determines a person’s
relationship with the s
ocial environment.”
In Musharraf Usmonjon qizi Abdulxayeva’s dissertation
titled “The Role of Dictations in Developing the Written
Speech of Primary School Pupils”, the pedagogical
characteristics of developing written speech in primary
school students are discussed. The work presents
scholars’ views on speech, the differences between the
concepts of language and speech, factors influencing
the development of written speech, advanced
pedagogical technologies and didactic methods for
enhancing written language, the theoretical and
practical aspects of dictations used in primary
education, types of dictations, methods of conducting
them, and proposals and recommendations for the role
of dictations in improving written speech in grades one
through four.
CONCLUSION
Eliminating speech errors in primary school pupils,
preventing various deficiencies, and developing their
language literacy are among the main tasks of
educators.
The following general conclusions were drawn from the
study:
•
The worldview of primary school pupils is
shaped through literary works, fairy tales, and
textbooks.
•
Developing
methodological
recommendations for effective teaching to eliminate
speech deficiencies among pupils enhances the
effectiveness of the educational process.
•
It is important to develop and implement
interactive teaching methods during lessons. This
increases students’ engagement in the learning
process.
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