International Journal of Pedagogics
72
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
72-74
10.37547/ijp/Volume05Issue07-15
Interdisciplinary Integration in Teaching Foreign Language
Monologue Speech to Pedagogical Students
Sharipova Feruza Muxammad qizi
UzNPU, PhD student, Uzbekistan
Received:
24 May 2025;
Accepted:
20 June 2025;
Published:
22 July 2025
Abstract:
The article explores the role of interdisciplinary integration in enhancing the teaching and learning
process of foreign language monologue speech among pedagogical students. It emphasizes the importance of
synthesizing knowledge from various academic fields such as linguistics, pedagogy, psychology, and cultural
studies to improve students’ communicative competence and monologic discourse skills in a foreign language.
The study outlines effective methods and instructional strategies that leverage interdisciplinary approaches,
aiming to develop students’ critical thinking, speech coherence, and professional communication abilities. The
article concludes that interdisciplinary integration not only deepens language proficiency but also aligns foreign
language education with modern pedagogical requirements.
Keywords:
Interdisciplinary integration, foreign language teaching, monologue speech, pedagogical students,
communicative competence, language education, speech development, teaching methodology, professional
communication, educational strategies.
Introduction:
Over the past few decades in the field of
higher education, the leading paradigm has become
the idea of developmental education on the principle
of scientific research, taking into account personal
aptitudes, abilities, interests, goals of students [2].
Such a system of organization of the educational
process is implemented on the basis of the
competence-activity approach, which is fixed in the
Federal State Educational Standards as the leading
principle of modern education. With the application of
appropriate well-tested and proven training models,
this system can ensure the successful formation of
students' professional competencies.
As one of the areas that take into account the factors
of simultaneously solving the problems of language
learning and the development of students' abilities,
problem learning is coming to the fore. The
organization of learning a foreign language should be
activity-oriented, since real communication is carried
out through speech activity, with the help of which
participants of communication seek to solve real and
imaginary tasks [4].
As one of the areas that take into account the factors
of simultaneously solving the problems of language
learning
and
the
formation
of
professional
competencies of students, we chose one of the most
important forms of communication
–
the monologue
form of speech, which is formed at the junction of two
types of speech activity
–
reading and speaking. We
chose authentic texts as a mean of learning and
problem method based on the creation and resolution
of problem situations, when students are put in the
position of researchers, will be a technique. The basis
of the model of the learning monologue speech
consists of peculiarities of the interrelated work with
reading and speaking.
The main types of speech activity to be formed in the
process of mastering a foreign language are activities
aimed at generating speech (speech utterances) and
speech perception activities, in other words
–
speech
activity, which appears in two main aspects. In search
of the possibility of combining two types of speech
activity on the principles of their coordinated and
simultaneous formation and development, we turned
to a model that is not traditionally regarded as a model
of interconnected learning.
We are considering a model of teaching a complex type
of
communicative-cognitive
activity
–
the
International Journal of Pedagogics
73
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
interpretation of authentic text and creative activity in
connection with the read text [3].
The complexity of these types of communicative-
cognitive activity and their complex nature are
explained by the fact that they combine in their
structure the actions of both perception and text
generation. Oral (monologue utterance) and written
(text) forms of speech activity constantly interact in the
process of learning a foreign language. Any activity,
according to the point of view of O. A. Obdalova [4],
including speech, are characterized by a certain
structural organization, in which, as well-known, there
are three levels: incentive-motivational, analytical-
synthetic and executive. These levels can directly
correlate with the scheme of implementing the
solution of a problem situation.
At the first level, the interaction of motives, needs,
goals is implemented. When reading at this level, a
setup is formed for a certain type of reading, and when
speaking, the communicative intent is determined, as
well as the intent of the utterance.
At the second level, in the process of reading, decoding
of the semantic information of the text takes place with
the help of such operations as choice, comparison,
establishment of semantic connections and relations.
In the process of speaking, the subjective sense is
encoded into a verbally formed system of meanings
with the help of the mechanism of the utterance
internal formation. The main operations of this
mechanism are the selection and compilation
(unification, grouping) of elements according to the
rules specified by the language norms and in
accordance with the plan [3].
The third level in the process of reading is seemingly
unexpressed and is determined by the perception and
understanding of information. In the process of
speaking, this level assumes external pronunciation,
since it implements the external design of the
utterance.
Therefore,
the
actual
articulation
(pronunciation) and intonation takes place.
The commonality of reading and speaking in the
process of perception and transformation of a literary
text, thus, is expressed in the three-phase nature of the
inner side of the activity
–
in each scheme there is a
stimulating, formative, and realizing levels; the level of
realization is determined as a result of inclusion in
speech; motive has an initiative role [3].
Reading is of great importance in improving the
cognitive creative activity of students. If we consider
the subject structure of reading, text will be the subject
of the activity; definite statement in connection with
the perceived text will be the product.
In theory and practice of teaching foreign language
speech activity, various types of “guides” are used. This
may
be
a
language
category
(grammatical
phenomenon,
lexical
unit,
language
model),
extralinguistic category (topic), psychological category
(speech act or act), communicative category
(situation), speech (text). In our opinion, the situation
and the text allow to get the most tangible results when
building an independent monologue utterance.
Read texts are often used to develop monologue
speech in a foreign language class, as reading provides
a topic for students’ independent statements. The text
stimulates the skill to coherently express thoughts,
because it is characterized by consistent presentation
of the material. In addition, the text is able to carry the
maximum possible amount of information, both
linguistic and extra linguistic [1].
For the fullest realization of the potential of the text,
the students are not required, in the final analysis, to
make a transformed reproduction of textual
information,
but
an
independent
monologue
statement in connection with authentic text, a
statement of their thoughts about what they read. Not
only exercises of a problematic nature will contribute
to this.
We believe that in order for students to express their
attitude in a monologue statement on the text, it is
necessary to rely on an additional «guide»
–
the
situation. In our opinion, only with such an organization
of work the text will provide a real assistance in the
development of independent oral monologue speech
and will be an incentive for students to make the
statements. However, in any authentic text there may
be not one, but several situations. While agreeing with
this traditional interpretation of the problem, we
nevertheless strive to ensure that students find
different solutions within the same situation. This is
intended to contribute to the model of using authentic
text as the basis for the independent construction of a
monologue utterance, taking into account the
implementation of problem-oriented exercises in the
pre-text, text and post-text stages of working with text.
When organizing the methodological work on the
formation of an independent monologue utterance of
students, it is necessary to take into account the
difference between the problematic educational and
speech situations that we offer and the educational and
speaking situations in general, which is based, we
believe, on the work of different levels. The
educational-speech situation is the totality of speech
and non-speech conditions set by us to the student,
necessary and accessible for the student to correctly
perform the speech action in accordance with the
International Journal of Pedagogics
74
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
communicative task we have planned [2].
In relation to the educational and speech situation,
certain restrictions are usually deliberately set,
allowing students to choose the way of speech
response that the teacher needs.
As a result, in educational and speech situations, the
level of creativity is usually limited. In problematic
educational and speech situations, the framework of
creative activity is not limited to given parameters,
they, on the contrary, imply unlimited imagination and
fantasy [5].
Problematic educational land speech situation (as any
situation) consists, first of all, of the conditions of the
situation (problem) and the speech reaction of
students [2].
Speech reaction is largely determined by the
formulation and nature of the problem. A number of
requirements can be presented to problems as to a
specific type of assignment: problems should be of
interest to students; take into account the life
experience of students; reported in a very concise,
compact form; consider language capabilities of
students; be in the degree of difficulty in the «zone of
proximal development» of students; contain a
contradiction, a conflict between the knowledge
already existing in students heads and the
requirements that the situation presents to them;
should be solved with maximum student activity [4].
The type of monologue speech, indicated in the
methodology of teaching foreign languages as a
monologue, is capable of providing a solution to a
problematic educational and speech situation. In the
framework of this study, we will limit ourselves to the
consideration of this kind of oral monologue utterance
in connection with authentic text as a monologue-story
with elements of argumentation and evaluation. The
choice of this form of monologue is determined not so
much by the topic of the text, but by the
communicative task, the level of students' readiness for
speaking in a foreign language, as well as the system of
tasks oriented towards one or another kind of
utterances. By a monologue-story with elements of
argumentation and evaluation, we understand the
speech work written by the students themselves in
connection with the presented personality-oriented
situation, which implies the presence of subjective-
evaluative characteristics in the statement.
The integration of interdisciplinary approaches in
teaching monologic speech to pedagogical students
significantly enhances the quality of foreign language
education. By uniting content and methods from
linguistics, cultural studies, psychology, and pedagogy,
this approach fosters the development of holistic
communicative competence. It enables students not
only to construct coherent and purposeful monologues
but also to internalize language as a functional tool for
professional and social interaction.
The proposed model of interdisciplinary integration
supports meaningful speech development through
project-based learning, discursive genre awareness,
and person-oriented technologies. It aligns with
contemporary educational goals, preparing future
teachers to operate effectively in real communicative
contexts. Overall, this pedagogical strategy is both
innovative and practical, offering a promising direction
for modern foreign language teacher training.
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