LINGUOPEDAGOGICAL MODEL OF SPEAKING SKILLS DEVELOPMENT IN GENERAL SCHOOLS AND ITS PRIORITY DIRECTIONS
Abstract
This research paper deeply analyzes the scientific and theoretical foundations of developing students’ speech skills in secondary schools and proposes a linguopedagogical model that meets contemporary requirements. Today, fostering oral and written speech competencies among students, raising their communication culture, and expanding their independent logical thinking abilities are among the top priorities of the educational system. Within the framework of the research, a comparative study of traditional and innovative pedagogical technologies used in teaching native and foreign languages in secondary schools was conducted. Furthermore, the structural components, stages, and practical significance of the new linguopedagogical model, which serves the comprehensive development of students’ linguistic, pragmatic, and sociolinguistic skills, have been scientifically justified. The study defines the priority directions for increasing speech activity by taking into account the age and psychological characteristics of school students. Specifically, mechanisms for integrating interactive methods, digital educational resources, and a communicative approach into the educational process are proposed. The obtained scientific results and developed practical recommendations serve to enhance lesson effectiveness in secondary schools, improve students’ speech literacy, and ensure the overall quality of education.
Keywords
Speech skills, linguopedagogical model, secondary schools, culture of communication, oral and written speech, speech competence, innovative pedagogical technologies, communicative approach, quality of education.How to Cite
References
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