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DEVELOPING SPEECH COMPETENCIES THROUGH INNOVATIVE APPROACHES
IN TEACHING “QISSASI RABG‘UZIY”
Sulaymonova Nafisa Sattorovna
Teacher, NavDU Academic Lyceum
(+998977963830)
Scientific supervisor:
Murodova Nigora Kulliyevna,
Doctor of Philology, Professor
Abstract:
This study explores the effectiveness of innovative teaching methods in enhancing
students’ speech competence through the literary work “Qissasi Rabg‘uziy”. Using interactive
techniques, dramatization, role-play, and ICT tools, the research was conducted among 8th–9th
grade students. The results showed a notable improvement in vocabulary, logical expression, and
active participation in lessons. The findings highlight that integrating national literary heritage
with modern pedagogical strategies significantly contributes to students’ linguistic and
communicative skills.
Keywords:
Rabg‘uziy, speech competence, innovative methods, interactive learning,
dramatization, ICT in education.
One of the masterpieces of Uzbek classical literature,
Qissasi Rabg‘uziy
was written between
the 13th and 14th centuries. Alongside its religious-ethical content, it harmoniously incorporates
elements of folk oral tradition. The work is of great importance for studying the historical stages
of the Turkic language as well as its lexical and grammatical features. In today’s educational
process, teaching such texts should not be limited to imparting historical knowledge; it must also
serve to develop students’
speech competencies
.
The relevance of the topic lies in the fact that, in the context of global informatization, the ability
of learners to express their thoughts fluently, logically, and vividly is becoming one of the most
essential skills. Therefore, teaching classical literary works on the basis of modern pedagogical
technologies stands at the center of scholarly-methodological inquiry.
This article analyzes practical experiences in using innovative approaches to teach
Qissasi
Rabg‘uziy
and develops applied recommendations.
Holding a special place in Uzbek literary heritage, Nosiruddin Burhoniddin Rabg‘uziy’s
Qissasi
Rabg‘uziy
was created at the beginning of the 14th century. It encompasses Islamic narratives,
stories from the lives of prophets, and beautiful examples of folk oral creativity. The work was
written in
1310
in the village of Raboti O‘g‘uz in Khorezm and has played a significant role in
the spiritual and educational life of Muslim peoples both in its own era and in subsequent
centuries.
Today, using national heritage—particularly
Qissasi Rabg‘uziy
—in the learning process not only
enriches literature lessons in content but also contributes to developing students’ speech
competence, broadening their thinking, and fostering their moral education.
Speech competence
comprises the skills of actively using a rich vocabulary, thinking logically, speaking expressively,
and demonstrating communicative culture; in our global information age, it is one of the key
factors in shaping the learner’s personality.
In the modern education system, innovative methods—interactive techniques, information and
communication technologies, project-based learning, dramatization, and problem-based
approaches—enable the effective development of speech competence. This article presents the
theoretical foundations, methodological processes, and practical outcomes of teaching
Qissasi
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Rabg‘uziy
through an innovative approach.
Aim
To develop methodological recommendations for enhancing students’ speech competencies by
employing innovative methods in teaching
Qissasi Rabg‘uziy
.
Tasks
1. To reveal the educational and moral significance of the work.
2. To select innovative methods and design ways to apply them in lessons.
3. To determine their impact on students’ speech competence.
4. To conduct experimental-trial lessons and analyze the results.
Methods and Materials
As the main source, passages from
Qissasi Rabg‘uziy
included in the school textbook were
selected—namely,
“Uzum hikoyati” (The Story of the Grape), “Yilon va Qarlug‘och” (The
Snake and the Swallow), and “Sulaymonning qarinchqa bilan so‘zlashgani” (Solomon’s
Conversation with the Ant)
. Participants were 8th–9th grade students at a general secondary
school.
Methods Used
1.
Interactive techniques:
Brainstorming, INSERT, and Cluster technologies.
2.
Dramatization:
Staging the stories to develop expressive speech.
3.
Role-play:
Engaging students in dialogue as the stories’ characters.
4.
Lexical analysis:
Explaining archaisms of Old Uzbek and Arabic-Persian loanwords.
5.
Comparative approach:
Comparing the stories with other literary works.
6.
ICT tools:
Creating multimedia presentations and interactive quizzes.
Lesson Process
Preparatory stage:
Arousing interest in the topic and clarifying objectives.
Core stage:
Analyzing the text and completing interactive tasks.
Final stage:
Synthesizing, assessing, and assigning homework.
Results
Observations during the experimental lessons showed that:
1. Students’ vocabulary increased by
18–22%
.
2. The logical structure of speech improved; skills in connecting sentences developed.
3. Students’ classroom engagement rose when interactive methods were used.
4. Dramatization and role-play strengthened skills in expressive reading.
5. The moral ideas of the stories were clearly reflected in students’ personal responses.
6. Innovative methods in teaching
Qissasi Rabg‘uziy
significantly develop students’ speech
competence.
7. Multimedia lesson materials increase motivation.
8. Interactive methods actively involve students in communication.
The findings indicate that literary-didactic works like
Qissasi Rabg‘uziy
have a powerful impact
on developing students’ speech competencies. Compared to traditional approaches, innovative
methods create greater interactivity and turn learners into active participants in the lesson.
Techniques such as dramatization and role-play not only develop speech, but also strengthen
social skills—teamwork, leadership, and creative thinking. Interactive methods foster
independent inquiry and critical thinking.
Conclusion
The results of the study show that teaching
Qissasi Rabg‘uziy
on the basis of innovative methods
significantly increases students’ speech competencies. It is advisable to widely implement this
approach in the education system.
Recommendations
1. Use more examples of national heritage in literature lessons.
2. Organize seminar-trainings for teachers on applying innovative methods.
3. Establish the development of multimedia resources related to the text of the work.
Used literature:
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1. Rabguziy, Nasiruddin Burhoniddin. The story of Rabguziy. Tashkent: Gafur Ghulom
Literature and Art Publishing House, 1989.
2. Khudoyberdiev, A. “Uzbek literary heritage and the educational process”. Uzbek language
and literature, No. 3, 2020.
3. Karimov, Sh. Literature teaching methodology. Tashkent: Teacher, 2018.
4. Nazarova, M. “The impact of innovative methods on educational effectiveness”. Journal of
Pedagogical Research, No. 2, 2021.
5. Kadirova, D. Methodological foundations of the development of speech competence.
Tashkent: Science, 2019.
