Assisting and Activating Speech Competences in The Training Program of Future Primary Teachers

Аннотация

This article analyzes the issues of forming and activating speech competencies in the training of future primary school teachers from a pedagogical, theoretical and practical perspective. In particular, it covers the modern interpretation of the concept of speech competence, its importance at the primary education stage, and its connection with the communicative and methodological competence of the teacher. The article also analyzes the methodological methods, practical exercises, and the content of curricula that serve to develop the speech activity of primary school teachers. Based on the analysis, proposals are developed for the effective formation of speech competence. Keywords: Speech competence, primary education, teacher training, communicative competence, methodological approach, didactic tool, linguistic didactics, activity orientation. research-informed approaches. Introduction: In the context of rapidly evolving educational standards and increasing demands on MЕTHОDS teacher professionalism, the cultivation of strong In Uzbekistan, educational researchers such as speech competencies among prospective primary A.A.Ergashev [1] and D.S.Quronboyeva [2] have school teachers has emerged as a cornerstone of emphasized the critical role of speech in instructional effective teacher education. A teacher’s ability to effectiveness, noting that a teacher’s speech must communicate clearly, persuasively, and pedagogically simultaneously inform, motivate, and model proper is central not only to the quality of instruction but also language use. Global scholarship similarly affirms that to the broader goal of fostering students’ cognitive and speech competence is foundational to instructional communicative development. Particularly in primary interaction, classroom management, and the education—where children’s first encounters with establishment of a positive learning climate. structured learning and language modeling occur—the More specifically, speech competence for teachers teacher’s speech becomes a pivotal tool of instruction, includes [3]: behavior management, and emotional engagement. ➢ The ability to formulate explanations that are Modern pedagogical discourse emphasizes not only age-appropriate and pedagogically sound. knowledge transmission but also dialogic interaction, ➢ The use of intonation, pause, and articulation linguistic scaffolding, and the creation of language-rich to emphasize key points. learning environments. Accordingly, the integration of ➢ The skill to engage in spontaneous dialogue speech competencies into teacher preparation with students. programs should not be incidental or peripheral but ➢ Sensitivity to cultural and linguistic diversity rather a deliberate and methodologically robust aspect in speech. of curricular design. This article aims to explore the principles, strategies, and outcomes associated with A deficit in speech competency can manifest in the development of speech competence in future classroom misunderstandings, diminished student primary school teachers, with an emphasis on practical, engagement, and the erosion of teacher authority. International Journal of Pedagogics 212 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) Hence, its development must be a core focus of teacher situational adaptability. education programs. Recent pedagogical experiments conducted at Termez The training of future primary school teachers in State Pedagogical Institute with third-year students of Uzbekistan typically involves a combination of the Primary Education department revealed notable theoretical coursework, pedagogical practicum, and findings: professional internships. To effectively develop speech Students who underwent systematic speech training competence within this framework, several demonstrated increased confidence, fluidity in lesson methodological approaches have proven effective: delivery, and enhanced student interaction during Speech-Centered Didactic Tasks: Coursework should practice teaching. include tasks that require students to practice Candidates with underdeveloped speech competence instructional speech, such as preparing oral summaries, often relied on written cues, showed signs of speech delivering micro-lessons, and engaging in peer anxiety, and failed to establish a dynamic classroom feedback sessions. These tasks train future teachers to atmosphere. organize thoughts logically and express them Incorporating reflective speech journals, where coherently under classroom-like conditions. students recorded and analyzed their verbal Interactive and Role-Playing Methods: Utilizing interactions during practice lessons, significantly situational dialogues, debate sessions, and improved self-awareness and competence. dramatizations helps teacher candidates simulate real These observations underscore the importance of classroom dynamics. Through these activities, they longitudinal and integrative speech development lear