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INTEGRATING SPEECH COMPETENCE AND DIGITAL TECHNOLOGIES
IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
Phd., Docent at ISFT Institute Samarkand branch.
Amanullaeva Kamola Muminovna
E-mail: miskamolka@yahoo.com
Master’s student of International school of finance technology
Mukhiddinva Komila Gafurjonovna
E-mail: k.muhiddinova15@gmail.com
Aslamova Gulshoda Akbar kizi
Student of International school of finance technology
Abstract:
The article explores the integration of speech competence and digital
technologies in teaching English as a foreign language. The focus is on the
competency-based approach, which aims at the formation and development of foreign
language communicative competence (FLCC), comprising linguistic, speech, and
sociocultural components. Special attention is given to the development of speech
competence, particularly listening and speaking skills, which are key to successful
communication. An analysis of modern electronic resources shows that the use of
digital tools in distance learning effectively supports the development of these skills.
At the same time, objective difficulties in listening and individual learner
characteristics are highlighted, which must be taken into account when designing
teaching methodologies. In conclusion, it is stated that a well-designed methodology
incorporating digital technologies can significantly enhance students’ speech training
and strengthen their overall foreign language communicative competence.
Keywords:
foreign language communicative competence, speech competence,
listening, speaking, distance learning, digital technologies, electronic resources,
teaching methodology, foreign language, skills development.
It is well known that the competency-based approach in education is aimed at the
formation and development of a comprehensive set of competencies in students, the
acquisition of which enables them to effectively solve various professional tasks. The
main goal of foreign language instruction is the development of foreign language
communicative competence (FLCC). Numerous studies in Russian academic literature
(authors: N.I. Almazova, I.L. Bim, M.N. Vyatyutnev, N.I. Gez, N.D. Galskova, I.A.
Zimnyaya, G.A. Kitaigorodskaya, E.I. Passov, V.V. Safonova, E.N. Solovova, A.N.
Shamov, and others) are dedicated to the content and methodology of foreign language
teaching within the framework of the competency-based approach. According to T.P.
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Popova, the concept of FLCC "undergoes reinterpretation in response to changes in
social reality and the evolving goals of foreign language education in society." [1, с.
11]. Following V.V. Safonova, we understand foreign language communicative
competence (FLCC) as the degree to which a learner has acquired linguistic, speech,
and sociocultural knowledge, skills, and abilities, enabling them to flexibly and
appropriately adjust their speech behavior in accordance with the psychological
characteristics of a given communicative situation. [2]. In general, scholars identify
various components that make up foreign language communicative competence
(FLCC). According to the model proposed by V.V. Safonova, FLCC consists of
linguistic, speech, and sociocultural components. The sociocultural component, in turn,
is divided into sociolinguistic, subject-specific, general cultural, and country-specific
(linguocultural) competences.[3]. Linguistic competence involves mastering the
phonetic, orthographic, grammatical, and lexical means of the language. Its
development must occur in close connection with both speech and sociocultural
competences. Speech competence implies the development of communicative skills
across all four main types of speech activity: speaking, listening, reading, and writing.
This study focuses on improving speech competence in English language lessons. The
aim of the article is to analyze a range of electronic resources that facilitate the
development of listening and speaking skills in the context of distance learning.
Regarding difficulties in teaching listening, according to E.N. Solovova, listening
is the skill that causes the greatest number of problems both for beginners learning a
foreign language and for those preparing for international exams to assess language
proficiency. [4]. Among the main difficulties of listening, the researcher primarily
highlights that the text is played only once, and the listener does not have the
opportunity to adjust the speaker’s speech to their own level of understanding. In real-
life situations, repetitions are impossible, and the speech may be fast, emotional, and
filled with figurative expressions that are not always easy to recognize in the flow of
speech. Since a lot of listening is required in live communication, the ability to
accurately and fully perceive the interlocutor’s speech is of great importance for
successful communication. Therefore, one of the key objectives of foreign language
teaching is to develop students’ ability to understand spoken language. At the same
time, listening, like any other type of speech activity in foreign language lessons, serves
not only as a goal but also as a means of learning, since it is impossible to develop only
one skill in isolation. By working with audio texts, students simultaneously improve
their phonetic, lexical, and grammatical skills. Moreover, audio materials always
contain information that forms the basis for the further development of speaking and
writing skills. Besides difficulties related to the one-time listening and individual
characteristics of the speaker, there are also challenges caused by the listening
conditions and linguistic features of the material. These include the use of a large
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number of unfamiliar words, idiomatic expressions, colloquial phrases, and ellipses —
that is, phrases in which some parts of the sentence are omitted but are common for
native speakers and understandable to dialogue participants within context. [5 с. 127].
Thus, the development of foreign language communicative competence, as a key
objective of foreign language education, is impossible without the comprehensive
formation of all its components — linguistic, speech, and sociocultural. Special
attention should be paid to speech competence, as it ensures the practical use of the
language in real communicative situations. One of the most important components of
speech activity is listening, which, despite its complexity, plays a crucial role in
forming effective communication. An analysis of modern electronic resources has
shown that the use of digital tools in the context of distance learning can effectively
contribute to the development of listening and speaking skills. However, it is necessary
to take into account both the objective difficulties of listening and the individual
characteristics of learners. Therefore, a well-structured methodology that incorporates
digital technologies can significantly enhance students’ speech training and, as a result,
strengthen their overall foreign language communicative competence.
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