CONTENT OF THE SPEECH DEVELOPMENT PROCESS, PEDAGOGICAL FACTORS AND ADVANTAGES OF USING DIGITAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS

ABSTRACT

This article examines the essence of the speech development process, its structural components, and the pedagogical factors that determine its effectiveness. It also outlines the scientific and theoretical foundations of using digital technologies in the educational process. The study demonstrates, based on scientific evidence, that the digital learning environment opens new opportunities for developing students’ speech competence.

АННОТАЦИЯ

В данной статье рассматривается сущность процесса развития речи, его структурные компоненты и педагогические факторы, определяющие его эффективность. Также изложены научные и теоретические основы использования цифровых технологий в образовательном процессе. Исследование, основанное на научных данных, демонстрирует, что цифровая образовательная среда открывает новые возможности для развития речевой компетенции учащихся.

Keywords: speech development, speech competence, communicative approach, multimodal teaching, digital technologies, interactive method, speech activity.

Ключевые слова: развитие речи, речевая компетенция, коммуникативный подход, мультимодальное обучение, цифровые технологии, интерактивный метод, речевая деятельность.

Introduction. Speech is the most complex and advanced form of human cognitive activity; it serves not only as a means of exchanging ideas but also as a key factor in an individual’s socialization, intellectual development, and cultural identity. In the context of 21st-century globalization and the emergence of the information society, the demand for speech competence has increased significantly. Today, a school graduate is expected not only to speak correctly and fluently, but also to communicate effectively in various communicative situations, think critically and reason logically, as well as justify their opinions in a coherent and convincing manner.

Although the development of learners’ speech has historically held an important place in Uzbekistan’s education system, the current digital transformation requires fundamentally new methodological approaches. The “Digital Uzbekistan – 2030” strategy identifies the wide integration of digital technologies into the education sector as one of its priority directions [1]. In addition, there are many other laws and decrees in Uzbekistan concerning the digitalization of the education system, and practical steps are being taken in this direction [2]. The process of speech development is a complex, multifaceted pedagogical process situated at the intersection of linguistics, psychology, pedagogy, and methodology. Modern linguodidactics views speech not only as a system but also as an activity [3]. From this perspective, speech development is not only the acquisition of language units but also the process of forming the skills to use them effectively in various communicative situations. New pedagogical technologies, in particular digital educational tools, have elevated this process to a qualitatively new level. The digital environment expands opportunities for students to receive and process multimodal information and to develop their speech through independent activities.

Literature Review. The concept of speech competence in linguistics begins with N. Chomsky’s (1965) distinction between “competence” and “performance.” Chomsky interprets competence as the knowledge of ideal language rules, while performance refers to their practical application [4]. This approach was extended by sociolinguist D. Hymes (1972), who introduced the concept of ‘communicative competence,’ which encompasses not only grammatical correctness but also the ability to speak appropriately according to the situation [5]. In the modern approach, speech competence consists of several components: linguistic (knowledge of the language system), sociolinguistic (application in a social context), discourse (creating and understanding texts), strategic (overcoming communicative barriers), and pragmatic (achieving communicative goals). Digital technologies have been used in language teaching since the 1980s. In the early period, grammar exercises were primarily offered through software, whereas today, artificial intelligence, virtual reality, and adaptive learning systems are predominant.

According to the Multimedia Learning Theory (Mayer, 2009), a harmonious combination of text, audio, and visual materials reduces cognitive load and increases learning efficiency. According to Paivio’s (1986) Dual Coding Theory, when information is processed through both visual and verbal channels, it is better remembered and more effectively processed.

In Uzbekistan, the issue of speech development has primarily been studied within the framework of traditional methodology by J. Jalolov, S. G‘ulomov, and B. To‘rayev. Digital technologies, on the other hand, have been examined separately by A.A. Abduqodirov, A.X. Pardaev, and other researchers [6]. However, systematic studies on the integration of these two approaches are still lacking.

The analysis of existing literature highlights the following gaps:

1. A lack of empirical studies on the impact of digital tools on speech development in the Uzbek language.

2. The absence of Uzbek-adapted versions of AI-based speech analyzers.

3. A shortage of methodological guides for teachers on digital speech pedagogy.

Main part. Speech development is a systematic pedagogical process aimed at gradually forming language units and speech skills in students. Its content encompasses the following directions:

1. Mastering language units: forming minimal knowledge in phonetics, vocabulary, and grammar.

2. Developing types of speech: teaching oral and written speech, as well as dialogic and monologic forms.

3. Using speech in communicative situations: communication culture, listening comprehension, and expressing ideas clearly.

4. Developing creative speech activity: creating independent texts, justifying ideas, and finding verbal solutions in problematic situations.

This content is designed in accordance with the students’ age characteristics and the requirements of the curriculum.

Speech competence consists of several interrelated components:

1. Linguistic component: involves knowledge and practical application of the phonetic, lexical, and grammatical rules of a language. Linguistic knowledge is necessary for a student to express speech correctly.

2. Psychological component: The speech process is closely connected with mental processes such as memory, thinking, attention, and perception. If a student has strong psychological preparedness, speech development becomes faster and more stable.

3. Communicative component: This component involves the student’s ability to express their thoughts freely, fluently, and politely in various social situations.

4. Socio-cultural component: In the speech process, students are taught national values, cultural norms of speech, and adherence to language standards. This component helps form the individual’s speech culture.

5. Technological component (modern approach): In current methodology, the use of multimedia, audio-video materials, digital simulators, and interactive platforms in the process of speech development stands out as the technological component.

Figure 1. Technological component

The effectiveness of speech development is determined by a number of factors:

1. Teacher’s speech culture: The teacher must use clear, literary, and normative speech as a model. This has a significant impact on students’ acquisition of proper speech norms.

2. Communicative environment in the lesson: Lessons focused on communication, group and pair work, and role-playing activities are natural factors for speech development.

3. Interactive methods: Methods such as “Fishbone,” “Venn diagram,” “Brainstorming,” “Debate,” and “Rotating charts” activate thinking and expand speech.

4. Student’s motivation: Speech activity directly depends on internal needs. Encouragement, recognition, and tasks that increase student interest enhance motivation.

5. School’s digital learning environment: When students work with multimodal materials, their speech imagination expands. This is considered one of the most important factors today.

Research methodology. Methodological approaches to speech development based on digital technologies:

1. Flipped Classroom: The student watches video lessons at home, and in class performs practical and speech-related tasks. This enhances speech activity.

2. Blended learning: The combination of traditional lessons and digital platforms increases lesson effectiveness.

For example, in the 7th-grade “Uzbek Language” textbook, there is a topic called “Festivals.” Students are asked the question: “What is depicted in this picture?” Then, the students read the text.

Figure 2. Kokand – City of Craftsmen

The World Crafts Festival was held in the city of Kokand. Tourists and craftsmen from various countries and other regions attended. Guests got acquainted with handicrafts from different nations. The festival was enjoyed by everyone.

During the explanation of this topic, videos of the festival are shown. Students are assigned a project. The project is titled: “I would have participated with … handicrafts.” Students’ written project works are evaluated. Those who perform excellently receive green cards, those who perform well receive blue cards, and those who perform satisfactorily receive red cards.

3. Gamification: Game elements make speech tasks more engaging. Ranking, point collection, badges, and level systems increase motivation. Students are given tasks based on these images.

Figure 3. Illustration

Using a combination of text, audio, and video, the following engaging tasks can be assigned:

1. Completing the lyrics of a song (choosing words or sentences).

2. Selecting the rhythm or song based on audio.

3. Repeating an Uzbek song that has been listened to. Students who successfully complete the tasks are awarded the certificate of “Master of Eastern Music”.

Authentic Folk Songs

The “Eastern Melodies” festival is held every two years at the ancient Registan Square in Samarkand. Participants and guests from many countries attend this festival. Each participant presents the national tunes and songs of their people. The celebration lasts several days [7].

VR technology can be used for the topic “Festivals.” Based on the knowledge gained, students are immersed in a real communication situation in VR on the topic of “Eastern Melodies.

Results and Discussion. Digital resources qualitatively enrich the process of speech development. Their advantages are as follows:

1. Opportunity for multimodal learning: When text, audio, video, infographics, and animations are used together, students’ perception is enhanced. This, in turn, helps speech develop more quickly.

2. Increased engagement through interactive tasks: Quizzes, tests, simulators, and virtual cards turn the student into an active participant. For example, they can be used during the process of reinforcing a new topic. After the project work, tests are given on the topic of “Festivals.

3. Individual learning trajectory: Artificial intelligence and online platforms allow the student to learn at their own pace. Speech errors are analyzed automatically.

4. Unlimited educational resources: digital libraries, webinars, podcasts, and electronic textbooks provide extensive opportunities for developing speech culture.

5. Development of remote communication skills: Online communication, video conferences, and virtual debates significantly enhance students’ communicative competence.

6. Automated speech analysis:AI-based programs analyze pronunciation, grammatical errors, rhythm, and intonation, providing corrections in real time.

Conclusion. The process of speech development is a complex, multifaceted pedagogical process that requires a systematic approach. Its success depends on the integration of linguistic, psychological, communicative, and technological components. Pedagogical factors-such as the teacher’s speech, motivation, and interactive environment-determine the effectiveness of the process.  Digital technologies take the process of speech development to a new level, preparing students in accordance with the requirements of a modern educational environment. Their multimodal, interactive, and adaptive capabilities play an unparalleled role in shaping speech competence.

References:

1. Mirziyoyev, Sh.M. (Decree No. PF-6079). On the approval of the “Digital Uzbekistan – 2030” strategy and measures for its effective implementation.
2. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan. (2021). On approval of the concept of digitalization of the public education system in 2021–2023. 23.07.2021, No. 440.
3. Leontev, A.A. Speech and Speech Activity. -Moscow: Nauka, 2003. 256 p.
4. Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.
5. Transformational grammar, language universals, competence, and performance.
6. Hymes, D. (1972). 'On communicative competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin.
7. Abduqodirov, A.A., & Pardaev, A.X. (2021). Digital Pedagogy. Tashkent: Fan.
8. Xidoyatova, D., Tulasheva, M., Rasulov, N., & Matlatipova, N. (2022). Uzbek Language: Textbook for Grade 7 of schools where instruction is in Russian and related languages. Tashkent: Republican Education Center. – 101 p.