DEVELOPING STUDENTS' SPEECH COMPETENCIES THROUGH EXTRACURRICULAR LANGUAGE ACTIVITIES

SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 115 DEVELOPING STUDENTS’ SPEECH COMPETENCIES THROUGH EXTRACURRICULAR LANGUAGE ACTIVITIES Toshnazarova Aziza Khoshimjanovna Master’s Student in Linguistics (Uzbek Language), Specialty Code: 70230101 Abstract: This scientific thesis analyzes the role of extracurricular activities in developing students’ speech competencies, emphasizing their importance in enhancing linguistic and communicative abilities. Developing speech competence is one of the key goals of Uzbek language education, where extracurricular sessions serve as an effective means of fostering creative thinking, improving oral and written expression, and strengthening communication culture. Keywords: speech competence, communicative ability, extracurricular activity, linguistic thinking, linguistic performance, interactive learning, communication culture. Introduction Native language education is one of the most essential factors shaping a person’s worldview, thinking, and social activity. Today, education is not limited to the transfer of knowledge — it aims to develop a system of competencies in students. In particular, speech competence represents the learner’s ability to express thoughts clearly, logically, and stylistically appropriately, as well as to understand others’ ideas and respond adequately. Speech competence serves as a fundamental skill for holistic personal development, and extracurricular language activities play a significant role in strengthening it. These sessions provide students with opportunities to think freely and test their communicative potential in a creative environment. According to the Law on Education of the Republic of Uzbekistan, the National Program for Personnel Training, and the Concept for the Development of SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 116 School Education, fostering communicative, social, and speech competencies in students is identified as one of the key priorities of state educational policy. Main Part The concept of speech competence originates from Noam Chomsky’s theory of linguistic competence, which defines a person’s inherent ability to use the language system effectively and creatively in speech. However, later studies by Dell Hymes, Halliday, Vygotsky, A.N. Leontyev, and others expanded this concept to include sociocultural communication skills, emphasizing that language use is deeply connected to social and cultural context. In the context of Uzbek language education, speech competence includes:  mastery of phonetic, lexical, and grammatical knowledge;  the ability to apply stylistic norms appropriately;  selecting words suitable to the communicative situation;  understanding emotional and cultural nuances of expression;  awareness of the audience and communication context. Thus, speech competence involves not only knowing the language but also using it meaningfully within social and communicative contexts. Extracurricular activities — though held outside the formal classroom — are an integral part of the educational process. They provide a creative space where students can engage with language according to their interests and personal motivation. In Uzbek language education, extracurricular sessions serve the following goals:  developing students’ oral and written expression skills;  deepening understanding of literary language norms;  fostering independent thinking and self-expression;  nurturing appreciation for language and the art of words;  promoting national and moral values through speech. SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 117 For example, in clubs such as “The Magic of Words” or “Language and Speech Culture”, students deliver presentations on free topics, perform speech analysis exercises, and work on literary texts. In these activities, learners go beyond grammar and begin to sense the aesthetic and emotional power of language. Speech competence development generally follows three stages: 1. Reproductive stage – students reproduce learned patterns, retell texts, and imitate speech structures. 2. Constructive stage – they start forming independent speech but with limited stylistic refinement. 3. Creative stage – they express ideas freely, logically, and stylistically richly. Extracurricular activities are ideal for strengthening the creative stage of this process. They encourage risk-free self-expression through debates, presentations, performances, and interviews — where students practice both fluency and accuracy. The most effective extracurricular practices include:  Speech games: such as “Word Chain,” “Find the Synonym,” “Spot the Error,” “Story from a Riddle.” These expand lexical knowledge.  Debates and discussions: on social, cultural, or literary topics to enhance argumentation and critical thinking.  Text creation exercises: writing fairy tales, essays, or short stories to develop compositional and stylistic skills.  Audiovisual analysis: examining films, advertisements, or interviews to understand language use in different communicative environments. These methods foster active thinking, creativity, and broader linguistic awareness. SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 118 Developing speech competence is not only a methodological issue but also a psycholinguistic one. The process of speech formation involves the interaction of thought, emotion, and linguistic structure. According to Vygotsky’s theory, “thought is born in the word, and the word shapes thought.” Therefore, every speech task in extracurricular sessions must activate students’ cognitive and emotional processes. Motivation plays a decisive role. When students perceive speech as a means of self-expression, identity, and creativity, they engage more enthusiastically. For this reason, instructors leading extracurricular activities must be knowledgeable not only in linguistics but also in psychology, communication, and sociology. The Uzbek language, with its rich expressive resources — proverbs, idioms, poetic rhythm, and synonymy — provides an immense field for developing students’ speech worldview. Integrating these elements into extracurricular practice enhances linguistic aesthetics and moral sensitivity. For instance, topics like “Folk Wisdom in Proverbs,” “The Rhythm of Poetic Speech,” or “The Emotional Power of Words” not only enrich students’ linguistic knowledge but also elevate their cultural and aesthetic appreciation. Furthermore, integrating national values into speech activities strengthens identity and teaches respect for cultural heritage. Modern education philosophy emphasizes not the transmission of ready-made knowledge, but enabling learners to create knowledge. Hence, extracurricular sessions should follow these key approaches:  Learner-centered approach: developing each student’s unique speech potential.  Activity-based approach: engaging learners in real communicative practice.  Problem-solving approach: training students to analyze, reason, and conclude independently. SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 119 Through a competency-based approach, students acquire not only linguistic knowledge but also the ability to apply it effectively in real-life communication. Conclusion Extracurricular activities are among the most effective forms of developing students’ speech competencies. They cultivate love for language, foster independent thinking, and help students perceive the social and cultural value of words. The advancement of speech competence reveals the full expressive capacity of the Uzbek language and shapes a generation capable of engaging confidently and meaningfully in both national and global communication spheres. References: 1. Mirziyoyev Sh.M. Yangi O‘zbekiston taraqqiyot strategiyasi. – Toshkent, 2022. 2. O‘zbekiston Respublikasi “Ta’lim to‘g‘risida”gi qonuni. – 2020. 3. Xomskiy N. Aspects of the Theory of Syntax. – Cambridge, 1965. 4. Hymes D. On Communicative Competence. – Philadelphia, 1972. 5. Vygotskiy L.S. Myshlenie i rech’. – Moskva, 1983. 6. Leontyev A.N. 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