DEVELOPMENT OF STUDENTS’ SPEECH COMPETENCE THROUGH AN INNOVATIVE APPROACH TO THE STUDY OF A. MUKHTAR’S STORY “LIGHTNING AT THE EDGE OF THE RAVINE”

Аннотация

This article highlights the issue of developing students' speech competence through the use of innovative approaches in the process of teaching A. Mukhtar’s story “Lightning at the Edge of the Ravine”. The study shows ways to organize the lesson process based on interactive methods, modern pedagogical technologies, and digital resources. Factors influencing the development of students' speech competence and performance indicators are also analyzed. The article is written based on international IMRAD requirements and is enriched withpractical recommendations. In today’s era of globalization, the introduction of innovative technologies into the educational process is one of the pressing issues. In particular, in literature lessons, one of the main tasks is not only the enrichment of students' thinking through works of art, but also the formation of their speech competence. A. Mukhtar's story Lightning at the Edge of the Ravine is among the works that ensure the spiritual and moral development of the individual. Therefore, it is important to direct students towards independent thinking, analysis, and fluent expression of their thoughts through the use of interactive methods and the application of ICT capabilities in teaching this work. This article is aimed at studying this issue on a scientific basis and proposing effectivemethods. Thefollowing innovativeapproaches were used in thestudy: 1.Clustermethod - toanalyze thecharacters of thework, to determine theircharacter traits. 2.Venn diagram -comparison of images in thework, showing theirsimilarities and differences. 3.ICT tools-electronic presentations, onlinetests, useof multimedialesson plans. 4.Debate method - increasing the speech activity of students by discussing different approaches totheevents in thework. The methodology also used a competency-based approach, problem-based learning, and independent research methods. In-depth study of literary works is of great importance in the development of students' speech competence in literature lessons. For this, interactive methods are widely used. In particular, Clusters, Venn diagrams, ICT tools, and the Debate method increase students' abilities not only to understand the work, but also to analyze it, express opinions, and draw conclusions. Below, an excerpt from A. Mukhtar's story “Lightning at the Edge of the Ravine” is analyzed using thesevery methods. 1. AnalysisBased on theCluster Method Theclustermethod makes it possibleto grasp awork’s meaning as a wholebygathering ideas related to acentral concept. In the given passage, the central concept is “Compassionand Humanism.”Radiating from this core are thefollowing strands: 200 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue08,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai • No‘g‘ay Muallim (Teacher No‘g‘ay) — a man living in hardship who nonetheless works selflessly for orphaned children. Despite his impoverished circumstances, he strives to find help forthem. His defining traits are patience, generosity, anda strong conscience. • Mamat — an orphaned boy who, though young, has already tasted life’s trials. He longs for affection andcare, and adeep sense ofhumanity runs through him. • Boy ota — a well-to-do yet open-handed, big-hearted man. By assisting the teacher, he appears as a figureworthy ofemulation forthe pupils. The cluster shows that the idea of humanism stands at the heart of the work, and each character illuminates that idea ina distinct way. By creating a cluster, students: •expressthemain content ofthework briefly and clearly; •generalizethe characters’actions and traits; •and,in terms ofcommunicativecompetence, acquire new words and expressions. 2. AnalysisUsingaVenn Diagram AVenn diagram enables comparativeanalysis of characters. Twocentral figures—No‘g‘ay Muallimand Mamat—are selected from thework. Theirdifferences and commonalitiesare as follows: No‘g‘aymuallim Shared Traits Mamat Collectsaidfor theorphanage; self- Humaneand An orphan who has lost his sacrificing compassionate parents Humaneand Patient,generous, and devoted compassionate Young yet responsible Goes doorto doorseeking help In need of support In thecare ofBoy ota Analyticalconclusions: •Both characters face life’s ordeals, yet neither loses theirhuman virtues. •Through thismethod, students develop theskillsofcomparison, synthesis, and distinguishing essential features. •From theperspective ofcommunicativecompetence, they learn to present theirthoughts with logical coherence. 3. AnalysisThroughICT Tools. Information and communication technologies make thestudyof thework more effective. Thefollowing activities are proposed: • Creating an electronic cluster: students build an online cluster in Miro or Padlet and share it withtheclass. • Online quizzes: using Kahoot or Quizizz to answer questions such as “Who performs what rolein thestory?” and “Whatselfless acts did theteacher