DEVELOPING SPEECH COMPETENCIES THROUGH INNOVATIVE APPROACHES IN TEACHING “QISSASI RABG‘UZIY”

Аннотация

This study explores the effectiveness of innovative teaching methods in enhancing students’ speech competence through the literary work “Qissasi Rabg‘uziy”. Using interactive techniques, dramatization, role-play, and ICT tools, the research was conducted among 8th–9th grade students. The results showed a notable improvement in vocabulary, logical expression, and active participation in lessons. The findings highlight that integrating national literary heritage with modern pedagogical strategies significantly contributes to students’ linguistic and communicativeskills. Keywords: Rabg‘uziy, speech competence, innovative methods, interactive learning, dramatization,ICT ineducation. One of the masterpieces of Uzbek classical literature, Qissasi Rabg‘uziy was written between the 13th and 14th centuries. Alongside its religious-ethical content, it harmoniously incorporates elements of folk oral tradition. The work is of great importance for studying the historical stages of the Turkic language as well as its lexical and grammatical features. In today’s educational process, teaching such texts should not be limited to imparting historical knowledge; it must also serve todevelop students’speech competencies. The relevance of the topic lies in the fact that, in the context of global informatization, the ability of learners to express their thoughts fluently, logically, and vividly is becoming one of the most essential skills. Therefore, teaching classical literary works on the basis of modern pedagogical technologies stands at thecenter of scholarly-methodological inquiry. This article analyzes practical experiences in using innovative approaches to teach Qissasi Rabg‘uziyand develops applied recommendations. Holding a special place in Uzbek literary heritage, Nosiruddin Burhoniddin Rabg‘uziy’s Qissasi Rabg‘uziy was created at the beginning of the 14th century. It encompasses Islamic narratives, stories from the lives of prophets, and beautiful examples of folk oral creativity. The work was written in 1310 in the village of Raboti O‘g‘uz in Khorezm and has played a significant role in the spiritual and educational life of Muslim peoples both in its own era and in subsequent centuries. Today, using national heritage—particularly Qissasi Rabg‘uziy—in the learning process not only enriches literature lessons in content but also contributes to developing students’ speech competence, broadening their thinking, and fostering their moral education. Speech competence comprises the skills ofactively usinga rich vocabulary, thinking logically, speaking expressively, and demonstrating communicative culture; in our global information age, it is one of the key factors inshaping thelearner’s personality. In the modern education system, innovative methods—interactive techniques, information and communication technologies, project-based learning, dramatization, and problem-based approaches—enable the effective development of speech competence. This article presents the theoretical foundations, methodological processes, and practical outcomes of teaching Qissasi https://ijmri.de/index.php/jmsi volume 4,issue7,2025 200 Rabg‘uziythrough an innovativeapproach. Aim To develop methodological recommendations for enhancing students’ speech competencies by employing innovativemethods in teaching QissasiRabg‘uziy. Tasks 1. Toreveal theeducational and moral significance of thework. 2. Toselect innovativemethods and design ways to apply them in lessons. 3. Todetermine theirimpact onstudents’ speech competence. 4. Toconduct experimental-trial lessons and analyze theresults. Methods andMaterials As the main source, passages from Qissasi Rabg‘uziy included in the school textbook were selected—namely, “Uzum hikoyati” (The Story of the Grape), “Yilon va Qarlug‘och” (The Snake and the Swallow), and “Sulaymonning qarinchqa bilan so‘zlashgani” (Solomon’s Conversation with the Ant). Participants were 8th–9th grade students at a general secondary school. Methods Used 1. Interactive techniques:Brainstorming, INSERT, and Cluster technologies. 2. Dramatization:Staging the stories todevelop expressivespeech. 3. Role-play:Engaging students in dialogue as the stories’ characters. 4. Lexicalanalysis:Explaining archaismsof Old Uzbekand Arabic-Persian loanwords. 5. Comparativeapproach:Comparing thestories withother literary works. 6. ICTtools:Creating multimediapresentations and interactivequizzes. LessonProcess  Preparatory stage: Arousing interest inthetopicand clarifying objectives.  Corestage: Analyzing thetextand completing interactivetasks.  Final stage: Synthesizing, assessing, and assigning homework.