research-focus Research Focus International Scientific Journal Research Focus 2181-3833 Ilm-fan va innovatsiyalar akademiyasi 10.66073/researchfocus.v5i6.2404 REL-A-013518 13.00.00 INKLYUZIV TA‘LIM MUHITIDA INGLIZ TILI OG‘ZAKI NUTQ KOMPETENSIYASINI TAKOMILLASHTIRISHNING DIDAKTIK MODELI VA PEDAGOGIK SHART-SHAROITLARI DIDACTIC MODEL AND PEDAGOGICAL CONDITIONS FOR IMPROVING ENGLISH ORAL SPEECH COMPETENCE IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT ДИДАКТИЧЕСКАЯ МОДЕЛЬ И ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ СОВЕРШЕНСТВОВАНИЯ КОМПЕТЕНЦИИ УСТНОЙ РЕЧИ НА АНГЛИЙСКОМ ЯЗЫКЕ В ИНКЛЮЗИВНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ Ro‘ziyeva Nigora Zohidjonovna Namangan Davlat Chet tillar instituti mustaqil tadqiqotchisi 05 07 2026 2026 5 6 192 198 https://creativecommons.org/licenses/by/4.0 Ushbu asar Creative Commons Attribution 4.0 International litsenziyasi asosida litsenziyalangan.

Ushbu tadqiqotda inklyuziv ta‘lim sharoitida ingliz tili o‘qitishda o‘quvchilarning og‘zaki nutq kompetensiyasini shakllantirishning didaktik asoslari, pedagogik shart-sharoitlari hamda metodik vositalari tadqiq etilgan. Muallif tomonidan ishlab chiqilgan ko‘p sensorli kommunikativ-differensial (KSKD) model maxsus ta‘lim ehtiyojli o‘quvchilarning individual imkoniyatlarini hisobga olgan holda nutqiy faollikni oshirishga yo‘naltirilgan. 248 nafar o‘quvchi ishtirokidagi pedagogik tajriba natijalari tajriba guruhida og‘zaki nutq ko‘rsatkichlari nazorat guruhiga nisbatan statistik jihatdan ishonchli darajada (p<0,05) ortganini ko‘rsatdi. Olingan natijalar inklyuziv sinflarda differensiallashgan, ko‘p sensorli va texnologiya bilan qo‘llab-quvvatlanadigan yondashuvning samaradorligini tasdiqlaydi.

The article examines the didactic foundations, pedagogical conditions and methodological tools for developing learners‘ oral speech competence in teaching English within inclusive education. The author‘s multisensory communicative-differentiated (MSCD) model aims to enhance speech activity while accounting for the individual capacities of learners with special educational needs. The results of a pedagogical experiment involving 248 learners revealed a statistically significant (p<0.05) increase in oral speech indicators in the experimental group compared with the control group, confirming the effectiveness of a differentiated, multisensory and technology-supported approach in inclusive classrooms.

В статье исследованы дидактические основы, педагогические условия и методические средства формирования устной речевой компетенции учащихся при обучении английскому языку в условиях инклюзивного образования. Разработанная автором мультисенсорная коммуникативно-дифференцированная модель (МСКД) направлена на повышение речевой активности с учётом индивидуальных возможностей учащихся с особыми образовательными потребностями. Результаты педагогического эксперимента с участием 248 учащихся показали статистически значимый (p<0,05) рост показателей устной речи в экспериментальной группе по сравнению с контрольной.

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