ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
VOLUME 5, ISSUE 02, IYUN 2025
WORLDLY KNOWLEDGE NASHRIYOTI
worldlyjournals.com
SCIENTIFIC THEORETICAL BASICS OF SPEECH DEVELOPMENT OF DEAF AND
HARD OF HEARING STUDENTS
Turgunbayeva Zulkhumor Ibrokhimovna
Kokan State University
Teacher of the Department of Special Pedagogy
Phone: +998910404593
E-mail: turgunboyevazulkhumor63@gmail.com
Abstract:
In this article, the formation of the oral speech of children with hearing problems
through native language lessons, the scientific views of scientists in this field, the development of
subject-object-personal relations in the process of socialization through scientific approaches, and
the communicative relations in the early development of the child and their development The
basics are covered.
Key words:
socialization, syllable, word, phonetics, sound, speech, accent, deaf, hard of hearing,
personal relations, voice, correction, pronunciation, monologic speech, oral speech.
INTRODUCTION
Formation of oral speech is a multifaceted process. It is necessary to develop its various forms,
first of all oral speech, which forms the basis of communication. Formation of pronunciation skills
in deaf and hard-of-hearing children is carried out first of all in the form of imitation of an adult, if
hearing aids are used. Activation of the baby's voice reactions is carried out in the process of
conducting exercises aimed at supporting these reactions and generating new sounds. These
exercises are carried out in the process of communication, when an adult "talks" with a child using
various sounds and sound combinations, using them together with gymnastic elements. An
important task of working on oral speech of a one-and-a-half-year-old child is to form the child's
need for oral speech. The most important thing is that the child tries to pronounce sounds, syllables
and words following the adult. Imitation of speech is inextricably linked with imitation of actions.
Therefore, it is necessary to pay special attention to teaching imitation of div movements. As the
child learns to imitate adults, it fills up the actions with sounds, syllables, and pronunciation of
words. Phonetic rhythm training begins from this period.
LITERATURE ANALYSIS
Phonetic rhythmicity is one of the main methods of working with children of pre-school age and
preschool age on their pronunciation. Pronunciation of sounds, syllables, words, and sentences is
performed along with certain actions during the phonetic rhythm. The method of using phonetic
rhythms is described in various manuals and programs (E.I. Leongard, 1991; T.A. Vlasova, A.N.
Prafenrodt, 1989, 1998; N.D. Shmatko, T.V. Pelimskaya, 1991, 1993, 1995). Parents and literature
can be used to get acquainted with the function of phonetic rhythmicity and the methodology of its
implementation. The development of hearing perception is of great importance for the formation of
the child's cognitive activity, speech and pronunciation perception mechanisms. It is very
important to start work on the development of residual hearing early, therefore, the development of
hearing function is carried out in the first years of a child's life in an increasingly sensitive period,
when the auditory analyzer is physiologically mature, which ensures the effectiveness of
pedagogical work. During the first months, the child develops complex visual and auditory
attention to the voice of an adult and sound toys.
RESEARCH METHODOLOGY
ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
VOLUME 5, ISSUE 02, IYUN 2025
WORLDLY KNOWLEDGE NASHRIYOTI
worldlyjournals.com
Early use of hearing aids is considered the most important condition for the development of a
child's hearing. Using them, the child can perceive some loud household sounds, especially when
an adult pays attention to them. Wearing the device improves humming and whispering during
adult communication. Special exercises are also performed with babies, they are focused on
reacting to the sound of toys, their own name, determining the direction of the sound (turning the
head in the direction of the sound), listening to the sound that represents the name of the toy and
sound imitations. Speech formation problems of hearing-impaired children I.M. Solovyeva, F.F.
Rau, N.I. Shif, S.A. Zikov, T.V. Rozonov, N.G. Researched in scientific works of Morozov, R.M.
Boskis. Oral speech appeared as the first form of speech in human society. The first words were in
the form of sound complexes, and during the period of historical development, they were defined
and strengthened as certain concepts. But there is also an opinion that sign language existed first.
According to this information, oral speech appeared later. They also used sound imitation words to
express their thoughts through gestures and facial expressions. Later, sound units were separated
from gestures and began to have an independent meaning. But according to the analysis of research
results, this doctrine has been criticized and recognized as not independent.
ANALYSIS AND RESULTS
From a psychological point of view, oral speech works according to sound. The sound shell of a
word is its material shell. The sound composition of the language is different. Phonemes are
described in the Uzbek language. In this case, voiced and unvoiced sound options also differ.
Phoneme is the smallest unit of speech and serves as a means of distinguishing the meaning and
importance of words. Each language has its own sound composition, which the child acquires
during speech practice. It is based on repetition of words several times by us adults and their
perception by children. Perception of spoken speech is carried out on the basis of an auditory
analyzer, and perception of written speech is carried out on the basis of a visual analyzer. Their
means of expression are also different. In oral speech, it is mimicry, gesture, accent, in written
speech - it is style, ways of choosing words separately. Oral speech and written speech are
monologic and dialogical. Dialogic speech is psychologically complex in the form of questions and
answers and requires the preparation of the audience to take into account. A monologue will be
easier. Its structure is helped by the conditions and environment in which it takes place. A child's
speech develops in communication with others. With the help of auditory perception, the child
perceives the speech of those around him, at the age of 5-6, listeners learn the correct
pronunciation of sounds, vocabulary and grammatical rules of speech. A deaf child cannot acquire
speech in this way, because he cannot hear the speech of others around him. If a hearing child goes
to kindergarten with formed speech, a deaf child goes to school without any oral speech. It is
necessary to form the speech from the beginning. For this, it is necessary to prepare the articulatory
breathing and voice apparatus of a deaf child. Studies have shown that speech breathing in a deaf
child has a number of characteristics compared to a hearing child. It cannot use split airflow and
cannot split phrases. Speech breathing is formed in hearing impaired children during special
exercises. Their voices are also being worked on. In many deaf people, the voice is muffled and
unmodulated. During special exercises, the teacher tries to bring the voice of the deaf student
closer to the voice of the hearing child, but this does not always lead to the desired results. The
speech sound of a deaf child will have its own somotenka throughout its life. An important part of
teaching deaf students to speak is to develop a variety of pronunciation in them. Every phoneme in
the Uzbek language is placed in special ways in a deaf child. Stored analyzers use the activity of
the analyzer of vision, sensation, movement, the teacher shows the sound pronunciation in front of
the mirror and asks the child to pronounce it based on imitation. First of all, the easy-to-pronounce
sounds "p", "b", "m" are placed, and then they move on to syllables and word combinations. In this
order, the pronunciation of other speech sounds is transferred. This process relies on the residual
hearing. In the formation of oral speech in a deaf child, it takes place with the help of analyzers of
vision, movement and sensation.
ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
VOLUME 5, ISSUE 02, IYUN 2025
WORLDLY KNOWLEDGE NASHRIYOTI
worldlyjournals.com
CONCLUSIONS
A hearing child controls his pronunciation by hearing, and if he makes a mistake, he corrects it
after hearing it. A deaf child controls pronunciation first in front of a mirror, then through the
senses of sight and movement. The clearer and better the sound articulation, the more
differentiated the kinesthetic sensations. This type of perception is an important place in the
formation of the deaf child's pronunciation. In the formation of the speech of a deaf child, the
residual hearing is also of great importance. The use of hearing rules allows the differentiation of
vowel sounds, correct logic and the use of word accents. Skin and tactile vibration senses are
widely used in teaching the deaf to speak. For example, the teacher draws the attention of the deaf
student to sounds with similar articulation (p - b, t - d), in some cases there is no vibration of this
voiceless sound, and in the second case, he puts it in the cage or more to feel the vibration. possible
The use of tactile vibration sensations in education with the help of special devices has a positive
effect on the formation of oral speech in 38% of deaf students. This is M.G. Abramov and M.N.
Moginsky identified in research. In recent years, expert speech pathologists have conducted a
number of studies on the formation of oral speech of children with hearing impairment. They are
researching effective methods of teaching pronunciation to hearing impaired children.
Used literature
1 Qizi, Turgunbayeva Zulkhumor Ibrahimjon. "CAUSES OF HEARING DEFECTS AND
DESCRIPTION."
Galaxy International Interdisciplinary Research Journal
11.11 (2023): 653-656.
2 Ibragimovna, Turgʻunboyeva Zulxumor. "ZAIF ESHITUVCHI OʻQUVCHILARNI NUTQIY
SIFATLARINING RIVOJLANISH XUSUSIYATLARI."
Science Promotion
1.2 (2023): 131-138.
3 Nigina, Abdunazarova, and Yolchieva Dilfuza. "TECHNOLOGY FOR THE DEVELOPMENT
OF SPEECH LOGIC IN NATIVE LANGUAGE LESSONS WITH STUDENTS OF SPECIAL
INSTITUTIONS."
Galaxy International Interdisciplinary Research Journal
11.12 (2023): 1086-
1090.
4 Mashhura, Boltayeva Gulsevar Xoldoraliyeva Raʼno Tursunova, and Abdurahimova Munisa
Meliqoʻziyeva
Shahzoda
Turgʻunboyeva
Zulxumor.
"JAHON
MAMLAKATLARI
TA’LIMINING TASHKIL ETILISHI VA TARAQQIYOTI MASALALARINING TAVSIF
ETILISHI."
Confrencea
12.12 (2023): 563-571.
5 Turgʻunboyeva, Zulxumor, Dilnavoz Ikromova, and Xusanboy Maxmudov. "MAKTABGACHA
YOSHDAGI
ZAIF
ESHITUVCHI
BOLALAR
NUTQINING
RIVOJLANISH
XUSUSIYATLARI."
Universal xalqaro ilmiy jurnal
2.4.1 (2025): 402-404.
6 Turgʻunboyeva, Zulxumor, and Durdona Erkinova. "INKLYUZIV TAʼLIMNI ESHITISHIDA
NUQSONI BOʻLGAN BOLALAR PSIXOLOGIYASIGA TAʼSIRI."
Universal xalqaro ilmiy
jurnal
2.4.1 (2025): 407-410.
7 Turgunbayeva, Zulkhumor Ibragimovna. "Organizing Inclusive Education for Children with
Autistic Spectrum Disorder."
American Journal of Education and Evaluation Studies
1.7 (2024):
175-178.
