The Art of Eloquence: Developing Speaking Competence

Davlatova Hulkaroy Uktamovna, Umirzaqova Shaxzodaxon G’ofurovna,

O’rinboyeva Guluzro Dushayevna, Umirzaqov Qodirjon Toyirjonovich,

Makhsudova Holiskhon Ummatovna and Abdurakhmanova Khulkaroy

Andijan State Institute of Foreign Languages, Andijan, Uzbekistan

Keywords: Competence, Children's Speech, Communication, Linguistic, Educations.

Abstract: This article discusses the research areas concerning speech competencies, focusing on the development of

speech competence in communication. It explores numerous challenges encountered in pronunciation, delving

into their underlying causes and potential solutions, while also elucidating the theoretical underpinnings of

effective communication. The information presented in the article is rigorously supported by a range of

examples, adding depth and clarity to the discourse. Furthermore, the content is enriched by insights from

esteemed scholars and linguists globally, as well as within Uzbekistan. Through this comprehensive

exploration, the article contributes to the scholarly understanding of speech competencies, offering valuable

perspectives for both academic discourse and practical application.

1 INTRODUCTION

Educating our young people, who are the future of

tomorrow, to be fully educated, spiritually mature,

and intelligent in every field is a pressing task for

teachers, educators, and parents today. Perfect speech

is vital as it serves as the primary communication tool

in society. Children's speech evolves gradually,

influenced by their environment. As they mature and

develop within their families, their speech patterns

mirror those of adults. The impact of familial

relationships on speech development is gaining

attention from child speech experts, yet remains

incompletely understood (Azimova et al 1999).

Our article's introduction delves into the concept

of speech competence, exploring definitions provided

by scientists. Although speech competence has long

been recognised, its formal analysis began only in the

early 20th century (Manaenkova et al 2014,

Grandfather et al 2011).

The need for well-rounded education is

underscored by the imperative for young people to be

articulate and socially adept. Children's linguistic

development is intricately linked to their growth

within societal contexts. Family dynamics

significantly shape speech patterns, an area of

increasing interest for child speech specialists. Yet,

despite its importance, this domain remains relatively

underexplored. Our article initiates an inquiry into

speech competence by examining scholarly

definitions. Despite its historical acknowledgment,

formal exploration of speech competence

commenced relatively late, marking the early 20th

century as a pivotal period in its theoretical and

scientific examination (Romanova et al2010).

2 RESEARCH METHODOLOGY

Based on the words of the mentioned scientists, we

came to the following opinion: speech competence is

a certain component of speech training, including

linguistic, communicative, and methodologically

interrelated features (knowledge, abilities, and skills,

methods of activity) is a set. The formation of speech

competence occurs due to the expansion of the

vocabulary; it is formed by developing the

grammatical structure of speech, increasing the

vocabulary of the participants. At this point, we

considered it appropriate to mention the different

opinions given in the scientific literature on the

concept of competence.

According to Sh.Alimov, E.G.Azimova,

A.A.Shukin recognize competence as a unit of

knowledge, skills, and abilities formed in the process

of teaching a subject, to be able to express one's

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Uktamovna, D., G’ofurovna, U., Dushayevna, O., Toyirjonovich, U., Ummatovna, M. and Khulkaroy, A.

The Art of Eloquence: Developing Speaking Competence.

DOI: 10.5220/0012916400003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 764-767

ISBN: 978-989-758-723-8

opinion and communicate to the interlocutor by using

speech competence in the process of speech

communication, is the process of speech

communication specific to the speech situation and

norm. In addition to being a comprehensive concept

of competence, we can find several types in

methodological literature. They are types of

linguistic, communicative, strategic, pragmatic,

socio-cultural competence.

According to M.V.Dubova, taking into account

the ability to use lexical units and grammatical rules,

this is linguistic competence. The ability to create and

interpret a written text is the basis of discursive

competence. According to Academician Boris

Viktorovich Rauschenbach, in order to use pragmatic

competence, the purpose of speech communication

should correspond to it. Getting out of a difficult

situation due to the introduction of appropriate

changes in the speech situation in the difficulties of

the conversation process represents the ability of

strategic competence. Speech competence in children

gradually increases in the process of communication.

According to A. Leontiev, the need for speech is

one of the main reasons for the realization of perfect

speech, the next process is the birth of a certain

thought, as a result of which this thought is expressed

in internal speech through certain language tools,

finds its expression in sentences, and finally into

external speech emphasizes that it will be held.

N.I.Jinkin's definition of speech competence is close

to A.Leontiev's definition.

According to him, thoughts are expressed in

internal speech and the process of transferring them

to external speech takes place due to the "speech

mechanism" characteristic of people. Such language

mechanisms of people develop in them from

childhood.

Communicators cover almost all social skills

(phonology, word usage, syntax, morphology, and

grammatical knowledge). In linguistics,

communicative competence appears as a concept that

does not correspond to the concept of linguistic

competence.

This concept was introduced by Dell Haymes in

response to Noam Chomsky's inconsistency in the

distinction between linguistics and academic

knowledge. Communicative competence was carried

out by Haymes in the form of ethnographic

acquisition, which includes "communicative forms

and functions that are closely related to each other"

and became the basis for the so-called ethnography of

communication, and this concept is used in foreign

language teaching. was considered as one of the

theories based on the communicative approach.

In this regard, three models are emphasized by

most researchers. In particular, the most mentioned

model is the model of M.Canale (M. Canale) and

M.Swain (M. Swain). Scientists Celce-Murcia,

Dorneyi and Turrell defined the main structure of the

second model. The above-mentioned scientists

named communicative competence by different

names.

The founders of the third model in language

teaching are Bachman (Bachman) and Palmer

(Palmer) from Canada. The correct use of the word

depends on how well the participants know the topic

of speech, how knowledgeable they are, whether they

can think logically, and know the laws and rules of

the language. In this research work, during the study

of materials related to the speech act, the emergence

and development of speech, the formation of speech

competence in children's speech, we came to the

following conclusion: speech is both a process and a

result - speech texts, oral and written, books, it

appears in different forms such as stories and songs.

Speech is material, it is perceived by the senses - this

is done only in the process of using language, which

manifests itself in speech.

3 RESULT AND DISCUSSION

Speech competence has a discursive nature and

reflects the quality of speech behavior for listeners.

Speech operation is a unit of thought process of

speech, which is characterized by unconsciousness,

automaticity and stability in its implementation. A.

Leontiev called the perfected speech operations

speech competence and explained in detail how they

are formed and developed in the text together with the

explanation of the differences between the types of

speech activities (reading, writing, listening and

speaking) .

The competency-based approach in the field of

education, on the one hand, emphasizes the need for

a person to integrate himself into the activities of

society, and, on the other hand, use the potential of

each person in society to ensure it, self-development

in various fields as a modern urgent task of

competence the view is covered in detail by

M.R.Manaenkova, one of the famous Russian

linguists . He added that he considers speech

competence to be the practical command of speech in

a given language, the ability to speak correctly,

fluently and dynamically, both in dialogue and

monologue, and in the ability to speak and

understand, in any functional style. Speech is an

integral part of personal culture .

The Art of Eloquence: Developing Speaking Competence

765

Opinions about speech and language competence,

the fact that communication is a broad speech

practice, communicative competence is determined

by a large volume of reading literature of various

genres, and discursive features of speech competence

were analyzed by N.N.Romanova . The main reason

for emphasis on speech competence is that it is

considered as a trigger of inner experience in human

activity. It is understood that it is manifested mainly

in non-verbal form in expressing the emotional

experience of a person. Speech skill, operation, has

been given many definitions by dozens of advanced

scientists.

One of them is A.Leontiev. In his opinion,

"perfected speech is distinguished by the integrity of

the thought process, ... spontaneity, automatism and

stability . " Types of speech activity (reading, writing,

listening and speaking) are manifestations of speech

skills that should be formed and developed in parallel

on the basis of the text.

By the concept of speech ability, we understand

the automatic performance of operations using

grammatical and lexical tools as components of

communication skills. Speech skills are automated

(speech) operations that are part of a skill as a

component, and a skill is a complex speech act as a

unit of creative activity. The word "competence" is

derived from the Latin word "competenia " and it

means that a person has knowledge and skills at the

level of knowledge, experience, ability to make a

judgment on an issue, and is an expert in a certain

field.

According to I.A.Zimnyaya, an academician of

the Russian Academy of Education, the term

"competence" was first used by N.Chomsky. He

mentioned the need to distinguish between the

competence related to the knowledge of the speaker

and the listener and the use of the language in certain

speech situations . In the 50s of the 20th century,

N.Chomsky used the term "linguistic competence" as

an expressive concept representing the level of

knowledge of the language owner about his language.

Currently, "language competence" is understood

as the ability to use the language appropriately in the

speech process, in other words, the use of acquired

language knowledge - speech experience. According

to the Polish scientist Maria Dakovska, the role of the

speech situation in determining the linguistic form of

communication is important, to whom, for what

purpose, when, where, and how the speaker speaks in

the process of speech communication largely depends

on the speech situation in which the communication

process takes place. is liquid According to the

definition of the scientist, for the perfection of the

communication, the communicators should make full

use of their speech skills. The combination of speech

operations (skills) depends on what purpose, in what

situation, with which interlocutor the communication

takes place.

When these conditions are met, it can be said that

the interviewees have developed communicative

competence. Acquiring such skills includes the ability

to choose the appropriate style of speech, subordinate

the form of communication to communication tasks,

and use the most effective linguistic and non-verbal

means for the given situation.

In her article "Rechevaya kompetentnost

lichnosti: soderjanie i struktura", M.P.Manaenkova

considers the importance and essence of a person's

speech competence . He thoroughly analyzed the

concepts of "speech competence", "linguistic

personality", "speech activity". In the article, we can

find specific descriptions given by the author to the

speech competence and we can see that the relation of

speech competence with language and

communicative competence is highlighted.

4 CONCLUSION

In conclusion, our research underscores the

significance of adopting a holistic perspective when

studying adolescence. Rather than viewing it as a

standalone stage, we advocate for exploring

adolescence within the broader context of human

development.

This approach enables a deeper understanding of

the intricate interplay between biological,

psychological, and social factors that shape

adolescent experiences.

By reframing our perspective on adolescence, we

acknowledge its multifaceted nature. Adolescence is

characterized by not only physical changes but also

profound cognitive, emotional, and social

transformations.

Embracing this complexity allows for a more

nuanced examination of the challenges and

opportunities that adolescents face. It also empowers

researchers and practitioners to develop more

comprehensive interventions and support systems

tailored to the diverse needs of young people

navigating this critical phase of life.

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