https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
239
IMPROVEMENT OF STUDENTS' ORAL COMMUNICATION
COMPETENCE
Yokubova Maftuna Ne’mat qizi
maftunayoqubov@gmail.com
Master of Kimyo International University In Tashkent
Branch Samarkand
ABSTRACT: This article addresses the development of speaking competence,
focusing on enhancing students' abilities to engage in oral communication. It
explores how speaking competence is shaped by listening comprehension and how
teaching strategies for monologic, dialogic, and polylogic speech—through both
inductive and deductive methods—contribute to the development of oral speech
competence.
Keywords:
speech
competence,
conversation,
short
texts,
oral
communication, language exercises, listening comprehension, monologic,
dialogic, and polylogic speech.
Introduction
:The growing socio-economic and cultural collaboration
between nations has heightened the demand and desire to learn languages using a
communicative approach. In the educational systems of developed countries,
significant attention is devoted to the development of students' speech competence.
Particularly for B1 and B2 levels, acquiring speech competence, as outlined in
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
240
language teaching curricula, and improving students' skills to engage effectively in
oral communication have become key priorities.
The concept of developing the public education system in the Republic of
Uzbekistan until 2030 emphasizes principles such as quality renewal of the
continuing education system, professional training and retraining, improvement of
teaching methods, individualized education, gradual implementation of modern
information and communication technologies, and the introduction of innovative
projects within the public education sector
[1]. Issues related to the development
of speech and oral communication within Uzbek language teaching methodology
have been explored in the research of various scholars. Language is understood as
a set of units created by previous generations for the benefit of society, which are
common, mandatory for acceptance, and serve the purpose of expressing and
shaping thoughts. These units are governed by a set of laws and regulations that
define
the
interconnection
and
relations
between
them
[11].
This article explores the acquisition of speech competence, the development of
students' skills in oral communication, and how speech competence is shaped
through listening comprehension. It covers the teaching of monologic, dialogic,
and polylogic speech using both inductive and deductive methods to enhance oral
speech competence.
Speech is a complex mental process that is controlled by the brain's activity.
The external (material) side of speech consists of its sound and literal aspects, while
the inner side is expressed through the symbols of speech, movement, hearing,
sight, and touch.The term "speech" refers to the ways of forming and expressing
1
The Decree of the President of the Republic of Uzbekistan Sh. M. Mirziyoyev from April 29, 2019, on the approval of the
"Concept for the Development of the Education System in Uzbekistan until 2030" (PF-5712), available at Lex.Uz.
2
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
241
thoughts, while language serves as a means for this purpose. In psycholinguistics,
the expression of thoughts is referred to as (re)productive speech activity, which
includes both speaking and writing. On the other hand, the perception of expressed
thoughts (whether spoken or written) is known as receptive speech. Both the
speaker and the receiver are considered communicants, with the communicator
being further divided into producers (the speaker and writer who express opinions)
and receivers (the listener and reader who perceive the opinions).Speech arises
from the use of words and phrases by an individual for the purpose of
communication (i.e., delivering a message), based on the language skills mentioned
earlier. When comparing language and speech, the following differences are
important:
1.
Language is the medium of communication, while speech is a form of
communication.
2.
Language is created by society, whereas speech is created by each
individual.
3.
Language has a long lifespan and evolves with the people, while
speech has a brief existence, existing only when spoken, with written speech
being an exception.
4.
A person can master multiple languages simultaneously, as language
is not tied to a specific time or place, whereas speech happens at a particular
time and place.
5.
The volume of language is indefinite, while the volume of speech is
clear, often taking the form of dialogue, monologue, or polylogue.
6.
Language is a stable, static phenomenon, while speech is dynamic and
constantly evolving.
Speech communication holds a central role in human activities, fulfilling a
crucial need for individuals to connect with others in society. This need for mutual
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
242
communication is one of the main driving forces behind the creation of human
societies. Therefore, speech communication is vital for everyone. It is a uniquely
human process that allows people to share and exchange information during their
daily activities.The primary objective of teaching a second language is to develop
students' speech communication competence, allowing them to participate in verbal
exchanges while adhering to pronunciation, grammar, and lexical norms of the
language. Speech communication is an active process that occurs in various forms,
including monologue (one speaker), dialogue (conversation between two
speakers), and polylogue (interaction involving multiple speakers). The degree to
which participants have mastered the target language is an important internal factor
in facilitating effective speech communication.Through the scientific-theoretical
study of developing students' oral speech competence in a second language, the
following conclusions can be drawn:
1.
The students' attention, perception, thinking, language skills, speech,
and the communication environment play a crucial role in achieving successful
speech communication in second language learning.
2.
Research on students' speech abilities and communication skills
reveals that their knowledge and competence related to speech communication
are underdeveloped, highlighting the need to strengthen their communication
competence.
3.
Psycholinguistic elements, such as mutual respect among interlocutors
and sincere tone, are key to understanding the culture of speech communication
and should be integrated into educational frameworks.
3
Yuldashev R. A. Methodology for developing oral speech in students by encouraging more speaking in Uzbek
language classes. Tashkent: Fan va Texnologiya, 2012. – 216 pages.
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
243
4.
By analyzing and comparing words used in speech communication
during second language instruction, it is possible to identify common and
distinct characteristics of each word. Providing students with a thorough
understanding of these concepts can elevate their communication skills.
5.
The fundamental principles of communicative competence, based on
activity and speech communication methodology, are essential in teaching a
second language. Oral speech involves both listening and speaking, where
speaking is the process of using lexical, grammatical, and pronunciation aspects
of the language to convey ideas. Speaking, as a type of speech activity, is a
complex thinking process that is characterized by creativity, with speakers
attempting to express their thoughts and feelings through language and non-
linguistic means. In monologic speech, sentences, complex syntactic structures,
and texts are utilized. Monologic speech has a productive character, where the
teacher shapes the speech thinking of students and guides the formation and
content of their language construction. The second stage (reproductive-
productive) focuses on developing verbal and independent thinking related to
the opinions expressed. The third stage is regarded as the effective level of
monologic speech, as it is based on independent opinions, personal experience,
and speech experience, where individuals express their personal thoughts
regarding events and facts. To achieve this, it is useful to read and listen to
language materials, summarize the content of the text, answer related questions,
provide titles based on pictures, and perform other tasks. Expressing thoughts
monologically can be challenging, even in one's native language. The process
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
244
of structurally linking words and phrases is observed in the development of
speaking skills.
Dialogic speech, on the other hand, occurs in direct communication between
two individuals or interlocutors, forming a chain of thoughts. In real-life situations,
dialogic speech is often spontaneous. A key psychological aspect of dialogic
speech is the need for the teacher to create a lesson plan on the problem and its
solution, which should be clearly communicated to the students. For an effective
discussion, the teacher should announce the discussion topic in advance and assist
students in finding relevant resources. Dialogue organizes the discussion, and
dialogic speech is taught using both deductive (from general to specific) and
inductive (from specific to general) methods. In the deductive method, dialogue is
studied based on an example. A model dialogic speech is presented for listening
comprehension, then memorized, and finally practiced with lexical changes before
being performed independently.
Dialogic speech also has its own set of challenges, which include:
1.
The need for a quick response (reaction).
2.
Dialogue is not just a form of communication with questions
and answers.
3.
Each speaker has their own objective.
4.
Dialogue participants continue speaking if they understand each
other's conditions and situations.
4
Yusupova Sh. The effectiveness of teaching the native language and the implementation of advanced pedagogical
technologies. PhD dissertation. Tashkent: TPI, 1998. – 137 pages.
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
245
5.
It is difficult for participants to anticipate the content of the
dialogue.
6.
One participant should take the lead in the dialogue.
7.
Cutting a sentence or interrupting (throwing a bite) plays an
important role in dialogue.
Speaking the content of a read or listened-to text (monologic speech) has been
a core method in moving to higher grades. Students are typically required to
provide brief and simple information on the topic, lasting 3-5 minutes. This is
usually achieved by reading or listening to specific texts in textbooks. Polylog
speech is a unique and challenging form of speech that involves group discussions.
It is used to increase the activity of both listeners and students and to foster their
creative abilities. In polylog speech, each group member has the opportunity to
express their opinion on the topic under discussion. The teacher, as the organizer,
does not directly interfere with the students' activities. This method is useful when
the lesson topic is more theoretical and the practical aspects need to be derived
from new ideas.
At the first stage, the formation of dialogic speech skills involves the
interlocutor clearly understanding their speech task, planning the conversation,
making partial changes during the communication process, and taking the initiative
to speak. It also includes allowing the interlocutor to continue the conversation,
reacting according to the opinion of the other party, and drawing the interlocutor
into the dialogue. Dialogic speech requires the student to summarize the content of
the text they have read or listened to, express their attitude, and provide enough
information about it. Additionally, it is common practice to interpret the subjects
and events presented in audiovisual media and express an opinion on the topic
suggested in the textbook.
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
246
The educational material for the second stage consists of texts in monologic
and dialogic speech forms, which are more complex in terms of lexical and
grammatical aspects. At this stage, students work on oral speech, developing skills
such as retelling content from audio and video materials and reading or listening to
texts. Both form and content are perceived as a whole when listening to speech in
the native language. To learn the content effectively, students need to master the
lexical, grammatical, and pronunciation skills of the language. Knowledge of lexis
and pronunciation is particularly important for understanding the general content,
while grammar is essential for grasping specific details.In listening comprehension,
the teacher's speech, as well as audio-visual tools like tape recordings, radio
broadcasts, soundslide films, videos, or TV programs, serve as the main sources
for acquiring information through auditory perception and analysis. The
development of the following speech competences in terms of listening
comprehension is envisaged: 1. Understanding conversations in daily life,
professional, and educational settings during spoken communication. 2.
Understanding small texts related to popular science and country studies. 3.
Listening and comprehending the main content of oral texts within the
curriculum.Listening comprehension is considered one of the main types of speech
activity and is taught through goals and methods: 1. When mastering oral
communication, interlocutors alternately perform the actions of speaking and
listening. 2. Listening comprehension is acquired as a special type of
communicative activity, where the information in the speech (oral story, movie) is
assimilated. The success of listening comprehension depends on several factors,
with the most important being the individual age characteristics of the listener, their
rate of perception, and the conditions of perception (such as the speed, amount, and
size of information)
CONCLUSION
:considering the role of language experience in developing
students' oral speech competence, the integration of language practice with speech
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
247
practice, and the application of speech-oriented principles in the development of
oral speech are of significant scientific, theoretical, and practical value in language
education. The use of inductive and deductive methods for teaching monologic,
dialogic, and polylogic speech to students plays a crucial and highly effective role
in enhancing their speaking and listening abilities.
REFERENCES:
1.
The Decree of the President of the Republic of Uzbekistan Sh. M.
Mirziyoyev from April 29, 2019, on the approval of the "Concept for the
Development of the Education System in Uzbekistan until 2030" (PF-5712),
available at Lex.Uz.
2.
Yusupova Sh. The effectiveness of teaching the native language and
the implementation of advanced pedagogical technologies. PhD dissertation.
Tashkent: TPI, 1998. – 137 pages.
3.
Yuldashev R. A. Methodology for developing oral speech in students
by encouraging more speaking in Uzbek language classes. Tashkent: Fan va
Texnologiya, 2012. – 216 pages.
4.
Karakhodjaeva M. N. Methodology for shaping professional speech
of non-philological group students through the study of verbs. PhD dissertation.
Tashkent, 2002. – 156 pages.
5.
Sobirova M. Y. Scientific and methodological foundations of
anthropocentric nativein Pedagogical Science. Namangan: 2023. – 256 pages.
6.
Sobirova, M. (2023). Teaching language phenomena through text
analysis based on an anthropocentric approach.
International Bulletin of
Applied Science and Technology,
Impact Factor: 8.2, SJIF = 5.955, ISSN: 2750-
3402,
Volume
3,
Issue
4,
April.
Pages
481-486.
DOI:
10.5281/Zenodo.7827423.
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
248
7.
Sobirova, M. (2023). Teaching language phenomena through text
analysis: Ethnocultural and sociolinguistic aspects of language teaching.
Materials of the International Scientific-Practical Conference on "Ethnocultural
and Sociolinguistic Aspects in Language Teaching" – Minsk, March 30, 2023.
Pages 299-302. Available at: https://rep.bntu.by/handle/data/1303948.
8.
Sobirova, M. (2022). The role of integrated technology in humane
education.
JournalNX: A Multidisciplinary Peer-Reviewed Journal,
Volume 8,
Issue 1, January 2022. ISSN: 2581-4230. Impact Factor: 8.155. Pages 151-158.
Available
at:
https://repo.journalnx.com/index.php/nx/article/view/3880/37189.
9.
Sobirova, M. (2020). Assimilation of human qualities through text
work.
Theoretical & Applied Science
International Scientific Journal. DOI:
10.15863/TAS.
Published:
18.12.2020.
Available
at:
http://t-
science.org/arxivdoi/2020/12-92.html.
10.
Sobirova, M. (2020). The role of family in the integration process in
science and education.
A Multidisciplinary Peer-Reviewed Journal
ISSN: 2581-
4230.
Pages
1161-1166,
2020.
Available
at:
https://journalnx.com/papers/20151362-the-integration-process.pdf.
11.
Ne’matov Kh., Bozorov O. Language and Speech. Tashkent, 1993.
Page 8.
12.
Rogova N. A. Development of communicative competence of primary
education teachers in the professional development system. Candidate
dissertation in Pedagogical Sciences. Yoshkar-Ola, 2015. – 23 pages.
13.
Karimova V. M., Akramova F. A., Khayitov O. E., Lutfullaeva N. Kh.
Psychology: Textbook. TDIU, 2006. – 360 pages.
14.
Olimova, M. Philosophical content of Anton Chekhov’s creative
work.
International Journal of European Research Output
, ISSN: 2053-3578,
Vol. 3, No. 1, January 2024, Pages 90-95.
https://scientific-jl.com/luch/
Часть-40_ Том-1_ Март-2025
249
15.
Ne’matullayev A. Educational technologies as a method.
RJAI
Journal
, Volume 3, December 2022.
16.
Dehqanova Guljahon Ahmadjonovna. (2024). The importance and
role of lexical competence in teaching foreign languages to students.
Ethiopian
International Journal of Multidisciplinary Research
, 11(05), Pages 16-23.
Retrieved from https://www.eijmr.org/index.php/eijmr/article/view/1451.
17.
Nishonova, X. T. (2024). Developing students' lexical competence
through comics in English lessons for the first grade.
Academic Research in
Educational Sciences
, 5 (CSPU Conference 1), 785-790.
18.
Madaminova, M. S. Q. (2024). Techniques for building fluency and
comprehension in reading instruction.
Academic Research in Educational
Sciences
, 5 (CSPU Conference 1), 748-752.
19.
Bobajonova, M. T. (2023). The functional-semantic field of
directionality and frequency of movement in Russian and Uzbek languages.
Scientific Bulletin of NamGU
, 393-399.
20.
Egamberdiyeva, S. M. (2024). The richness of artistic imagery used in
Uzbek and Turkish literature.
Academic Research in Educational Sciences
, 5
(CSPU Conference 1), 582-589.
21.
Mamajonovna, E. S. (2024). Alliteration and assonance in Turkic
languages.
Tadqiqotlar
, 32 (2), 46-50.
22.
Otaxonova, Shohsanam (2024). The role of interactive methods in
improving students' speech in Russian language classes for non-native groups.
Innovations and Integration in Education
, 15(3), 76-78. Retrieved from
http://web-journal.ru/index.php/ilmiy/article/view/3262.
