Interdisciplinary Integration in Teaching Foreign Language Monologue Speech to Pedagogical Students Sharipova Feruza Muxammad qizi

Аннотация

The article explores the role of interdisciplinary integration in enhancing the teaching and learning process of foreign language monologue speech among pedagogical students. It emphasizes the importance of synthesizing knowledge from various academic fields such as linguistics, pedagogy, psychology, and cultural studies to improve students’ communicative competence and monologic discourse skills in a foreign language. The study outlines effective methods and instructional strategies that leverage interdisciplinary approaches, aiming to develop students’ critical thinking, speech coherence, and professional communication abilities. The article concludes that interdisciplinary integration not only deepens language proficiency but also aligns foreign language education with modern pedagogical requirements. Keywords: Interdisciplinary integration, foreign language teaching, monologue speech, pedagogical students, communicative competence, language education, speech development, teaching methodology, professional communication, educational strategies. learning and the formation of professional Introduction: Over the past few decades in the field of competencies of students, we chose one of the most higher education, the leading paradigm has become important forms of communication – the monologue the idea of developmental education on the principle form of speech, which is formed at the junction of two of scientific research, taking into account personal types of speech activity – reading and speaking. We aptitudes, abilities, interests, goals of students [2]. chose authentic texts as a mean of learning and Such a system of organization of the educational problem method based on the creation and resolution process is implemented on the basis of the of problem situations, when students are put in the competence-activity approach, which is fixed in the position of researchers, will be a technique. The basis Federal State Educational Standards as the leading of the model of the learning monologue speech principle of modern education. With the application of consists of peculiarities of the interrelated work with appropriate well-tested and proven training models, reading and speaking. this system can ensure the successful formation of The main types of speech activity to be formed in the students' professional competencies. process of mastering a foreign language are activities As one of the areas that take into account the factors aimed at generating speech (speech utterances) and of simultaneously solving the problems of language speech perception activities, in other words – speech learning and the development of students' abilities, activity, which appears in two main aspects. In search problem learning is coming to the fore. The of the possibility of combining two types of speech organization of learning a foreign language should be activity on the principles of their coordinated and activity-oriented, since real communication is carried simultaneous formation and development, we turned out through speech activity, with the help of which to a model that is not traditionally regarded as a model participants of communication seek to solve real and of interconnected learning. imaginary tasks [4]. We are considering a model of teaching a complex type As one of the areas that take into account the factors of communicative-cognitive activity – the of simultaneously solving the problems of language International Journal of Pedagogics 72 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) interpretation of authentic text and creative activity in In theory and practice of teaching foreign language connection with the read text [3]. speech activity, various types of “guides” are used. This may be a language category (grammatical The complexity of these types of communicative- phenomenon, lexical unit, language model), cognitive activity and their complex nature are extralinguistic category (topic), psychological category explained by the fact that they combine in their (speech act or act), communicative category structure the actions of both perception and text (situation), speech (text). In our opinion, the situation generation. Oral (monologue utterance) and written and the text allow to get the most tangible results when (text) forms of speech activity constantly interact in the building an independent monologue utterance. process of learning a foreign language. Any activity, according to the point of view of O. A. Obdalova [4], Read texts are often used to develop monologue including speech, are characterized by a certain speech in a foreign language class, as reading provides structural organization, in which, as well-known, there a topic for students’ independent statements. The text are three levels: incentive-motivational, analytical- stimulates the skill to coherently express thoughts, synthetic and executive. These levels can directly because it is characterized by co