METHODS FOR DEVELOPING ORAL SPEECH SKILLS IN PRIMARY SCHOOL ENGLISH CLASSES

Og‘zaki muloqot ko‘nikmalarini rivojlantirishboshlang‘ich maktablarda chet tilini o‘qitishning eng muhimmaqsadlaridan biridir. Yosh o‘quvchilarni maqsadli tildan mazmunlimuloqot jarayonida faol foydalanishga undash uchun samarali o‘qitishstrategiyalari zarur. Ushbu tadqiqot boshlang‘ich sinf o‘quvchilariningingliz tili darslarida og‘zaki nutq ko‘nikmalarini rivojlantirishningsamarali usullarini o‘rganadi. Tadqiqot kommunikativ yondashuvlar,interfaol o‘qitish strategiyalari, rolli o‘yinlar hamda hikoya aytib berishusullariga qaratilgan bo‘lib, ular o‘quvchilarning gapirish qobiliyatinirivojlantirishga yordam beradi. Natijalar shuni ko‘rsatadiki, interfaol vakommunikativ metodlar o‘quvchilarning motivatsiyasini, lug‘at boyliginioshiradi hamda ingliz tilida gapirishga bo‘lgan ishonchini sezilarlidarajada kuchaytiradi. Tadqiqot natijalari erta yoshdagi til ta‘limidakommunikativ kompetensiyani shakllantirishda o‘quvchigayo‘naltirilgan metodologiyalarning muhimligini ta‘kidlaydi.

METHODS FOR DEVELOPING ORAL SPEECH SKILLS IN PRIMARY SCHOOL ENGLISH CLASSES

Akbarova Dildora Rustamovna Namangan State Pedagogical Institute, Teacher of Department of Foreign Languages and literature Email: dildoraakbarova940@gmail.com Tel [phone number hidden]

Abstract The development of oral communication skills is one of the most essential objectives of foreign language education in primary schools. Effective teaching strategies are required to encourage young learners to actively use the target language in meaningful communication. This study examines effective methods for developing oral speech skills in English classes for primary school students. The research focuses on communicative approaches, interactive teaching strategies, role-playing activities, and storytelling techniques that help improve students’ speaking abilities. The results indicate that interactive and communicative methods significantly enhance students’ motivation, vocabulary acquisition, and confidence in speaking English. The findings highlight the importance of student-centered methodologies in fostering communicative competence in early language education. Keywords: oral communication skills, primary education, English language teaching, communicative approach, interactive methods, speaking skills. Annotatsiya Og‘zaki muloqot ko‘nikmalarini rivojlantirish boshlang‘ich maktablarda chet tilini o‘qitishning eng muhim maqsadlaridan biridir. Yosh o‘quvchilarni maqsadli tildan mazmunli muloqot jarayonida faol foydalanishga undash uchun samarali o‘qitish strategiyalari zarur. Ushbu tadqiqot boshlang‘ich sinf o‘quvchilarining ingliz tili darslarida og‘zaki nutq ko‘nikmalarini rivojlantirishning samarali usullarini o‘rganadi. Tadqiqot kommunikativ yondashuvlar, interfaol o‘qitish strategiyalari, rolli o‘yinlar hamda hikoya aytib berish usullariga qaratilgan bo‘lib, ular o‘quvchilarning gapirish qobiliyatini rivojlantirishga yordam beradi. Natijalar shuni ko‘rsatadiki, interfaol va kommunikativ metodlar o‘quvchilarning motivatsiyasini, lug‘at boyligini oshiradi hamda ingliz tilida gapirishga bo‘lgan ishonchini sezilarli darajada kuchaytiradi. Tadqiqot natijalari erta yoshdagi til ta’limida kommunikativ kompetensiyani shakllantirishda o‘quvchiga yo‘naltirilgan metodologiyalarning muhimligini ta’kidlaydi. Kalit so‘zlar: og‘zaki muloqot ko‘nikmalari, boshlang‘ich ta’lim, ingliz tilini o‘qitish, kommunikativ yondashuv, interfaol metodlar, gapirish ko‘nikmalari. Аннотация Развитие навыков устной коммуникации является одной из важнейших целей обучения иностранному языку в начальной школе. Для того чтобы побуждать младших школьников активно использовать изучаемый язык в содержательном общении, необходимы эффективные педагогические стратегии. В данном исследовании рассматриваются эффективные методы развития устной речи на уроках английского языка у учащихся начальной школы. Исследование сосредоточено на коммуникативных подходах, интерактивных стратегиях обучения, ролевых играх и методах

рассказывания историй, которые способствуют развитию навыков говорения у учащихся. Результаты показывают, что интерактивные и коммуникативные методы значительно повышают мотивацию учащихся, расширяют их словарный запас и укрепляют уверенность в говорении на английском языке. Полученные результаты подчеркивают важность ориентированных на учащегося методологий в формировании коммуникативной компетенции на раннем этапе изучения языка. Ключевые слова: навыки устной коммуникации, начальное образование, преподавание английского языка, коммуникативный подход, интерактивные методы, навыки говорения.

Introduction. In the context of globalization, the ability to communicate in English has become increasingly important for students around the world. Modern language education emphasizes not only grammatical knowledge but also the development of communicative competence, particularly oral speech skills. For primary school learners, speaking is often the most challenging yet essential aspect of language acquisition [ 3]. Young learners typically acquire language more effectively when they are actively involved in communication and interaction. Traditional teacher-centered approaches, which rely mainly on memorization and grammar exercises, often fail to provide sufficient opportunities for students to practice speaking. Therefore, modern English language teaching encourages the use of communicative and interactive methods that promote active participation in classroom activities [7]. Developing oral speech skills at an early stage is crucial because it helps students build confidence and fluency in the language. According to Brown [1], language learning becomes more meaningful when students use the language to express their ideas, emotions, and experiences. Therefore, English teachers must adopt teaching strategies that create a communicative environment in the classroom. The aim of this study is to analyze effective methods for developing oral speech skills in English classes for primary school students and to examine how interactive teaching strategies influence students’ speaking abilities. Literature review and methodology. Oral speech skills refer to a person’s ability to express their thoughts clearly, fluently, and logically in spoken form by using language units. This process is not limited only to speaking; it also includes communicative processes such as listening comprehension, answering questions, maintaining a conversation, and exchanging ideas. According to researchers, speech activity is considered one of the key components of communicative competence in language learning [7]. Oral speech differs from written speech in several aspects. First of all, oral communication occurs spontaneously and ideas are

expressed in real time. In addition, paralinguistic features such as intonation, pauses, facial expressions, and various gestures play an important role in spoken communication. For this reason, creating communicative situations is of great importance in the process of developing oral speech skills [6]. The significance of oral speech is particularly emphasized in language learning theories. For instance, the linguist Stephen Krashen in his language acquisition theory states that learning a language in a natural communicative environment is more effective [5]. According to his perspective, learners acquire a language more successfully when they actively use it in real communication. In Uzbekistan, a number of scholars have conducted scientific research on the methodology of teaching foreign languages. Their studies are mainly focused on the development of students’ speech activities. Methodologist scholar J. Jalolov emphasizes in his research the importance of the communicative approach in foreign language teaching. According to him, in order for students to learn a language effectively, it is necessary to actively involve them in the process of communication [4]. Primary education is considered an important stage in the language learning process of students. It is during this period that learners develop an interest in language learning and the fundamental skills of speech activity begin to form. Therefore, developing the oral speech skills of primary school students is one of the key objectives of the educational process. According to researchers, the language learning process of primary school students is more effectively implemented through practical activities, games, and interactive tasks [3]. Moreover, organizing the educational process by taking into account students’ age characteristics has a positive impact on the development of their speech activity [6]. This study uses a qualitative pedagogical approach to examine methods for developing oral communication skills in primary school English classes. Several teaching techniques widely recognized in language education were analyzed, including communicative language teaching, role-playing, interactive games, and storytelling activities. Communicative Language Teaching (CLT) Communicative Language Teaching focuses on using language for real communication rather than only learning grammar rules. In this method, students participate in discussions, dialogues, and problemsolving activities that require them to use English meaningfully [7]. Role-Playing Activities Role-playing allows students to simulate real-life situations such as ordering food, introducing themselves, or asking for directions. This method encourages students to practice speaking in realistic contexts and helps reduce anxiety when using the language [3]. Interactive Games

Interactive language games are particularly effective for young learners because they create a fun and engaging learning environment. Games such as “Guess the Word,” “Find Someone Who,” and “Word Chain” encourage students to speak and interact with their classmates. Storytelling Activities Storytelling is another powerful tool for developing oral speech skills. Teachers can present pictures, short stories, or prompts, and students are encouraged to create and tell their own stories. This activity develops creativity, vocabulary, and fluency [2] Developing Speech through Songs and Poems Songs and poems are considered effective tools for language learning for primary school students. Through songs, students can easily acquire new vocabulary and improve their pronunciation skills. During the process of singing songs, learners also develop their understanding of intonation, stress, and the rhythm of speech. In addition, songs increase students’ interest in learning the language and actively involve them in speaking activities [5]. These methods were analyzed based on their effectiveness in promoting student engagement, speaking practice, and vocabulary development. Results and discussion. The analysis shows that interactive and communicative teaching methods significantly improve students’ oral communication skills. Several positive outcomes were observed when these methods were implemented in primary school English classes. № Examples / Result Description Methods Students Communication actively Active , question–answer 1 participated in Participation sessions, expressing classroom opinions activities New words Vocabular Storytelling, 2 were acquired y Development role-playing more quickly Students spoke without Confidenc Role-plays, 3 fear and were less e in English group discussions afraid of making mistakes Dynamic Cooperatio Pair work and 4 Classroom n and social skills group work Environment improved

Основной Основной Основной Основной Основной Основной Pre Основной Post Основной Основной Основной Основной Active Lexical resource Confidence Colloboration attandance The results of methods of Interactive lessons Firstly, students became more actively involved in classroom activities. Interactive methods encouraged them to participate in discussions, ask questions, and express their opinions in English. Secondly, students demonstrated increased vocabulary acquisition. Activities such as storytelling and role-playing provided opportunities to learn and use new words in meaningful contexts. Thirdly, students showed greater confidence when speaking English. Role-playing and group discussions helped reduce fear of making mistakes, which is a common barrier for young language learners. Finally, the classroom atmosphere became more dynamic and collaborative. Students worked together in pairs or groups, which improved their social interaction and communication skills. The findings of this study confirm that interactive teaching approaches are highly effective in developing oral speech skills among primary school learners. These results support previous research in language education that emphasizes the importance of communicative and student-centered teaching strategies (Brown, 2001; Harmer, 2007). Interactive methods create a learning environment in which students actively use language rather than passively receiving information. This aligns with the principles of constructivist learning theory, which suggests that knowledge is constructed through active engagement and social interaction [8]. Furthermore, activities such as role-playing and storytelling allow students to practice language in meaningful contexts, which improves both fluency and confidence. According to Cameron [2], young learners benefit from activities that combine language learning with creativity and imagination. However, the successful implementation of these methods depends largely on the teacher’s ability to organize communicative tasks and provide appropriate guidance. Teachers must

create a supportive atmosphere where students feel comfortable expressing their ideas in English CONCLUSION Developing oral speech skills in primary school English classes is essential for building students’ communicative competence. The study demonstrates that methods such as communicative language teaching, role-playing, interactive games, and storytelling significantly improve students’ speaking abilities. These approaches increase students’ motivation, expand their vocabulary, and encourage active participation in classroom communication. Therefore, English teachers should integrate interactive and communicative methods into their teaching practice to create a more effective language learning environment. Future research could focus on experimental studies that measure the impact of these methods on students’ speaking proficiency over a longer period.