THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
113
SCIENTIFIC AND THEORETICAL FOUNDATIONS OF THE
FORMATION OF COMMUNICATIVE COMPETENCIES IN STUDENTS
WITH HEARING IMPAIRMENTS IN PRIMARY SCHOOL READING
LESSONS
Muhitdinova Diyorakhon Ulug'bek qizi
Teacher of the Nizami Tashkent State Pedagogical University
https://doi.org/10.5281/zenodo.15044530
Abstract
: This article discusses the scientific and theoretical foundations of
the formation of communicative competencies in students with hearing
impairments in primary school reading lessons. An analysis of the positive effect
of the use of pedagogical technologies in the development of oral speech in
reading lessons in a special school was carried out.
Keywords
: reading lessons, scientific and theoretical foundations, students
with hearing impairments, communicative competence, reading, literary and
creative activity, technology, methods
Introduction.
The ability of a child with hearing impairment to become a fully formed
person in accordance with the requirements of the time, to actively participate
in society, and to effectively socialize depends on the correct formation of
communicative competence, since speech is a means of communication, a
national treasure, and a powerful tool for education, enlightenment, and
creativity. Therefore, it is important to teach every person to master speech and
fully express their thoughts. In the field of national surdopedagogy, the scientific
research of D.Sh.Azimova, F.Alimkhodjayeva, N.Bekmurodov, Z.N.Mamarajabova,
D.Nazarova,
Kh.Rakhimova,
R.Rustamova,
K.G.Sadirova,
G.Temurova,
U.Fayziyeva, F.U.Qodirova, M.M.Qodirov, D.B.Yakubzhanova emphasizes that
hearing impairment in most cases leads to speechlessness, severe speech
disorders or general speech underdevelopment due to this defect. These
scientific views make it possible to determine the characteristics of the speech
mechanism of deaf and hard-of-hearing children, the specificity of their hearing
impairment. R. Rustamova noted, “The earlier a defect in a deaf child is detected,
the more accurately diagnosed and the work is organized, the greater the chance
of eliminating the defect in the child. Otherwise, the child will lag behind in
mental development, that is, he will develop limited by the social environment.
No matter how strong the attention of parents and loved ones is, if a special
approach is not organized, the general development of the child will lag behind.
Hearing impairment negatively affects the development of a child’s speech.
Therefore, any impairment in hearing perception is a major obstacle to the
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
114
development of speech. The vocabulary decreases, the grammatical structure of
speech, and the pronunciation of sounds are disrupted. In addition, a child with
hearing impairment is deprived of the opportunity to perceive speech addressed
to him.
As the impairment of hearing perception deepens, the speech impairment
deepens. If children with hearing loss or hearing loss do not receive special
training, they may become completely speechless (mute) "The inability of a
person to master speech due to impaired auditory perception, and therefore his
isolation from members of society, creates a number of problems in finding his
place in social life. These are due to various interdependent reasons, in this
regard, L.S. Vygotsky says: "Social education leads to the underdevelopment of
speech, the underdevelopment of speech leads to isolation from the community,
and isolation from the community, in turn, stops social education and the
development of speech."
Within the framework of the study, the information on the disclosure of the
"path from thought to speech" based on the analysis of the literature leads to a
number of conclusions in the practice of teaching language to deaf and hard of
hearing children: the communicative competence of a child with hearing
impairment is the generation of language phenomena, which develops as a
result of the perception of adult speech and the activity of one's own speech; the
communicative competence of a child with hearing impairment constitutes the
core of various areas of mental development of language and speech (thinking,
memory, emotions, imagination); the formation of the communicative
competence of a child with hearing impairment is the leading direction of
teaching the mother tongue, the issue of forming language generalizations, the
simplest understanding of language and speech phenomena; the conditions for
the development of the communicative competence of a child with hearing
impairment, their own speech are provided through a specially organized
system aimed at understanding language phenomena. Based on the existing
classifications proposed by D.Azimova, Z.N.Mamarajabova, T. Yu. Kuligina, D.
Yu.Alekseyevsky, O.L. Belyaeva, A.B. Goroshkov, a classification of
communicative speech skills was developed: “Communicative competence is the
ability to determine the sequence and logic of presenting the main and auxiliary
information, the selected material, its compositional structure, and the selection
and use of linguistic means for the description of the content of the text in
reading lessons.”
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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The target, informative-substantive, content-compositional, communicative
components of students with hearing impairments were described as
components of the communicative competence. The target component of
communicative competence is the ability to communicate in a communicative
situation, taking into account the communicative task, the communication
environment, state and interpret the author’s communicative goal; the ability to
switch communicative intentions; It includes the ability to express a
communicative goal using verbal and non-verbal means, intonation, facial
expressions, and gestures. The informative-content component of
communicative competence represents the oral presentation of the content of
the text being studied in a reading lesson. The group of skills of the informative-
content component of communicative competence includes the ability to select
words and information necessary to implement a communicative goal; the
ability to identify and clarify the theme and main idea of the text, select speech
material in accordance with the theme and main idea of the text, and reveal
micro-themes of the text. In reading lessons, it is considered a content-
compositional component that ensures the correct structure of the text. This
component includes the ability to distinguish parts of the text; The ability to
reconstruct parts of the introductory and concluding text; summarizes the
ability to plan and present the content coherently and concisely. The
communicative component of communicative competence requires not only
finding specific means of expressing one's thoughts in reading lessons, ensuring
the correctness, clarity, richness and stylistic accuracy of speech, but also fully
and adequately expressing the communicative goal.
Pedagogical opportunities for the formation of communicative competencies in
students with hearing impairments in primary school reading lessons:
organizing pedagogical activities based on the practical application of methods
for enriching students' vocabulary, defining word meanings, creating conditions
for speech communication, expanding their speech practice, understanding and
differentiating words, phrases, and text in the literary work being studied, and
developing interest in reading literary works in students with hearing
impairments, knowledge of the components of the book, and the
complementarity and consistency of the activities of perceiving the content of
the work and describing its content; as components of communicative
competence, as a purposeful, informative-substantive, content-compositional,
communicative formation forms, the system of integration of reading lessons in
the classroom and out of class with speech development, visual activities,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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technology, development of auditory perception and pronunciation skills
formation exercises was envisaged.
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