DEVELOPING STUDENTS’ ORAL, WRITTEN, AND MULTIMODAL SPEECH IN MOTHER TONGUE LESSONS USING TEXT AND DIGITAL RESOURCES

Tokhtayeva Muqaddas Olimovna
Jizzakh State Pedagogical University
Preschool and primary education faculty
Primary education direction 2-year 811-Group student
Xadjimusayeva Nilufar
Scientific leader: Jizzakh State Pedagogical University
PhD in philology, associate professor

Annotation: this article highlights the importance of using text and digital resources in the development of oral, written and multimodal speech of students in native language lessons. The study analyzed the effectiveness of the development of speech activity of students through the use of a multimodal approach, that is, various semiotic systems such as text, image, audio and video. Also presented in elementary students are methods aimed at the formation of multimodal thinking, advantages and practical results of the use of digital resources. The results of the study showed that classes organized using multimodal resources significantly increase students' ability to communicate, express and think creatively.

Keywords: native language, multimodal speech, digital resources, oral speech, written speech, text, student activity, primary education, methodology.
Introduction: In the current era of globalization, the formation of complete feedback, communication and creative writing skills in the native language of students is one of the priorities of education.
While native language classes previously mainly emphasized oral and written speech, there is now a growing need to develop multimodal speech, that is, speech forms that are expressed on the basis of text, image, sound, video and digital elements.
The multimodal approach encourages students to actively participate in the course process, attracts their attention, facilitates the process of remembering and analyzing the studied topic. Therefore, the development of students’ oral, written and multimodal speech by harmonizing textual and digital resources in mother tongue lessons is considered an important scientific and practical topic.
Main part: Since oral speech is now slow in students, various methods for its development are being tested and put into practice. Why does speech really lag behind development? First of all, if we are looking for an answer to this question. There will be several reasons why speech does not develop:
1.Lack of vocabulary richness. The vocabulary should be sufficient to freely represent speech. Readers are unable to express their opinion clearly and colorfully due to limited vocabulary. In this case, they are often based on short and repeated sentences such as “I don’t know”, “it’s difficult”.
2.Lack of communication environment. The speech activity in many cases depends on the student’s environment. Without the ability to practice language at home or at school, students remain passive in speech.
3.Psychological barriers. Some students find it difficult to find a word due to fear, shyness, feeling uncomfortable when speaking. This reduces speech activity. By creating a warm and supportive environment by the teacher, positive stimulation reduces this problem.
The development of students’ speech in mother tongue lessons should not be limited to grammatical knowledge. The Moderna educational process requires to train the student to actively communicate, express his opinion through text, audio or video.
Text resources (stories, proverbs, poems, dialogues) expand the linguistic richness of readers.
Digital resources (interactive presentations, video lessons and audio materials) develop speech through vision, hearing and perception.
The multimodal teaching method has the following advantages:
it teaches students to think logically and creatively.;
increases the expressive richness of speech;
facilitates the receipt of information in various forms;
it gives the teacher the opportunity to relive the course of the lesson.
This approach harmoniously develops students’ reading, writing, listening and speaking skills.
In conclusion, the problems that prevent the development of oral speech are multifaceted, and in their elimination, not only the individual state of the student should be taken into account, but also teaching methods, communication environment and psychological states. To solve these problems, an integrated approach is necessary — techniques that combine vocabulary, grammar, listening comprehension, motivation and an interactive environment. We also took the shortcomings of the above educational methodology as a problem. In my opinion, the remaining problems can also be eliminated with the help of the methodology of a native language teacher. In this regard, A.R.Saifullayev, M.Halomirzayev, R.Saifullaeva, N.Kuhatov, A.Gülomov, B.Kabulova, N.Kasimova, M.The theoretical views that the kadyroves informed science are considered to be of importance. The teacher must set the study assignments for the students in such a way that each of them must be learned by the student. “It is necessary to create conditions for independent learning of the student, not to teach!”, D.Yolandeva.
We list below some of the methods that serve to form oral speech.1. The role of working with text. The reader is taught to create an oral statement from a written text. This skill is exactly necessary in real life – in conversation, argument, presentation, oral exams. There are also different ways to take it.
a) re-articulation:

• a simple narrative text is given
• the reader remembers it and re-expresses it verbally
• other readers listen and evaluate it
  Example: text: “Nigora helped her by seeing a bird falling out of her nest on the way back from class.”
  The reader verbally said, “it was his goodness that Nigora helped by seeing a bird on the road”.
  b) make a statement by changing the form.
  Verbal expression by changing the person, time, style of the text:
  Example: text: “I took a book to read from the library.”
  He changed: “he took books from the library.” (3rd Person, past tense
  Oral: “he took a book from the library yesterday, he was fun.”
  c) into paragraph
  The reader is given one simple sentence. On the basis of this sentence, he orally draws up a paragraph of 3-4 sentences
  Example: sentence: “children are playing football.”
  Oral argument: “the weather is good today. The children went out to the stadium after class. They are playing football. Everyone is happy.”

1. Communication environment and the role of motivation. The student’s speech activity often depends on the state of mind and the external environment. When interest is aroused, he begins to speak more freely.
   a) role-playing dialogue(role-playing game
   Students are given life situations. Each student verbally expresses their role
   Example: buyer and seller in the store.
   These exercises stimulate the student to compose a speech that is appropriate and free to the situation.
   b) debate and debate (debate
   Students are divided into subgroups. Positive and negative thoughts on one topic are spoken verbally. Through the argument in the middle, speech activity increases
   Example: “should we keep the water, not?”
   Group 1: “it is necessary, because there is no life without water”
   Group 2: “Sometimes it does not happen, because in our daily life it is very necessary.”
   c) assignments based on personal experience
   The reader is asked to tell a personal story. This opens up his emotional world, freedom of speech increases
   Example: “tell me about the day you are most remembered.”
   Experience: we have also developed a method for 3rd graders whose oral speech is not well formed. This method is as follows: you can perform the method 8-10 minutes before the end of the lesson. On several pieces of paper, the word courage or truth is hidden and put on the board. The reader goes to the board and chooses one of the papers. If the word truth chooses the paper in which it is hidden, it speaks to its own will. For example, he can also tell some interesting story in his life or tell about the topic. If the word courage chooses the paper in which it is hidden, a situation is given by the teacher or the student, and the student must make a speech in the same position. For example, who will you see yourself as in the future? You can say Tell us that you got into that situation. That is, similar life situations are given.
   For 3rd grade native language classes, this method was tried. In the beginning, when there was time for two students in one lesson, after three to four lessons, five students in one lesson became talkative.

Week
Total students Number of students who participated
Number of students who spoke orally
1-hafta 20 3 1
2-hafta 20 3 2
3-hafta 20 5 4
4-hafta 20 6 5

At the very beginning, students were also hesitant to go out to the board and talk. Out on the board
only looked at the ground. Those who tried to speak were also confused, unable to speak their thoughts in order. I would say that this method, which was carried out for four weeks, gave a good result of 80-85%. Even struggling to talk about himself, the readers were able to talk about various life situations, much pressing their excitement. The more diverse, interesting the lessons, the more passionately the child begins to learn it.
What to do in the development of oral and written speech of students using text and digital resources, what ways to apply effective and to prevent problems, I will mention the following suggestions.

1. Regular introduction of multimodal tasks in native language lessons (text + image + audio).
2. Train teachers to effectively use digital didactic tools.
3. Development of a national methodological guide for multimodal teaching for elementary students.
4. Development of criteria for assessing multimodal competence at each class stage.
   In place of the conclusion, it should be said that since the excellent oral literacy of our future specialists has risen to the level of the main issue of the day, we must contribute to achieving this not only in the lessons of native language and literature, but throughout the educational activity. “The development of speech is not only the task of native language science, but also the current task of the family and the public today.” (A. Gülomov, M. Kadyrov, M.Ernazarova and others, 2012)speech development is a necessary tool for successful communication not only in scientific and academic activities, but also in everyday life. It also has a positive effect on the personal and professional development of students.
   List of literature used:
   1.Askarova, M. (2014) issues of Uzbek linguistics, materials of the scientific theoretical conference. – T.222.
   2.Kasimova, K. S. Matjonov and b. (2009) native language teaching methodology. (Pp. 167, 301-303).
   3.Yolandeva D (2021). Methodology for teaching the Uzbek language. – Durdona publishing house.
   4.Kholmatova, O. O. K. (2023). COGNITIVE CHARACTERISTICS OF THE CONCEPT OF QUANTITY IN UZBEK FOLK PROVERBS. Oriental renaissance: Innovative, educational, natural and social sciences, 3(7), 292-299.
   5.Gulomov A, et al. Methodology for teaching the native language. – T.: “Science and technology
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