EFFECTIVE WAYS OF USING FAIRY TALES IN DEVELOPING ORAL SPEECH

Soliyeva Dilshoda Tokhtamatjon qizi

Kokand State University,

Department of Special Pedagogy

II-year master’s student

dilshoda.soliyeva@qdu.uz

ANNOTATION

This article studies the pedagogical possibilities of using the fairy tale genre in the formation and enrichment of oral speech in primary school students. The study has empirically and theoretically proven that fairy tale texts have a positive effect on children’s vocabulary, speech fluency and communication skills. Classroom experiments, observation and questionnaire results show that fairy tale-based activities significantly develop students’ oral expression.

Keywords: oral speech, fairy tale, speech development, primary education, vocabulary, pedagogical technology, folk literature, communication culture, expressive reading, creative storytelling.

ABSTRACT

This article explores the pedagogical potential of using fairy tales as a means of forming and enriching oral speech in primary school students. The study theoretically and empirically substantiates the positive influence of fairy tale texts on children’s vocabulary, speech fluency, and communication skills. Results from classroom experiments, observations, and questionnaires indicate that fairy tale-based activities significantly improve students’ oral expression.

Keywords: oral speech, fairy tale, speech development, primary education, vocabulary, pedagogical technology, folk literature, communication culture, expressive reading, creative storytelling.

INTRODUCTION

A person’s place in society largely depends on his communicative ability, that is, the ability to express his thoughts clearly, fluently, and effectively. Primary school age is the most important stage of speech development, and it is precisely the skills formed during this period that serve as the main foundation for the rest of life. Therefore, the issue of developing oral speech in primary grades is one of the most priority areas of today’s pedagogy. Folk tales are the most natural and ancient companions of the children’s world. A fairy tale is not only a literary genre that combines an interesting plot and educational content, but also a centuries-old educational tool of the Uzbek people. With its simple, repetitive, musical and figurative language, a fairy tale easily enters both the child’s ear and heart. It is these features that make a fairy tale a unique pedagogical tool for developing oral speech.

The main purpose of the study is to show how primary school teachers can systematically and methodologically correctly use fairy tales in the classroom to develop speech, and to verify and prove the effectiveness of this activity in practice.

The objectives of the research are: to study the psychological and pedagogical foundations of the development of oral speech; to analyze the possibilities of the fairy tale genre in developing speech; to develop types of fairy tale-based activities; to draw conclusions based on the results of experiments.

LITERATURE ANALYSIS AND METHODOLOGY

Literature Analysis

Speech development in childhood occurs through the social environment and active communication. This idea has been deeply studied in psychology, and many researchers emphasize the crucial importance of live communication with adults and peers in the child’s acquisition of language. The texts that the child listens to, repeats and reconstructs directly shape his attitude to language and speech perception. Mastering the narrative, that is, the story device at an early age, gives the child not only language, but also a logical way of thinking. A fairy tale is the simplest and most child-friendly form of this narrative structure: beginning, development, culmination and conclusion – these four stages form a natural model of orderly speech construction in the child’s mind.

The issue of developing oral speech in Uzbek pedagogy has been widely studied by such scientists as S. Matchonov, N. Qodirov, R. Kochkarova. Their works provide theoretical foundations for introducing fairy tales and other examples of folk oral art into the educational process and emphasize their positive impact on children’s speech [1]. In foreign literature, in particular, in studies conducted in English and Russian, it has been experimentally proven that lessons based on fairy tales can increase children’s vocabulary by 25-30 percent [2].

Methodology

The study was conducted in the 2023-2024 academic year with the participation of 2nd grade students of secondary school No. 45 in Tashkent (54 students in total). Students were divided into two groups – experimental and control groups. In the experimental group, lessons were conducted using a special methodology based on fairy tales; in the control group, traditional teaching methods were used.

The following methods were used in the study: pedagogical observation – students’ verbal activity in the lesson process was monitored; diagnostic interview

REFERENCES

1. Matchonov, S. (2018). Methods of teaching the native language in primary grades. O’qituvchi.
2. Qodirov, N., & Toshmatova, G. (2019). Modern methods of developing children’s speech. Pedagogy and Psychology, 3(2), 45-52.
3. Rahimova, M. (2021). Educational significance of folk tales. Continuing Education, 4(1), 67-74.
4. Normatova, D., & Xoliqova, S. (2020). Technologies for developing oral speech in primary grades. Sources of Knowledge, 5(3), 88-95.
5. Karimova, Z. (2022). Fairy tales and child psychology. Fan va texnologiya.
6. Yusupova, N. (2021). Developing speech through creative storytelling. Uzbek Language and Literature, 2(4), 112-118.
7. Xolmatova, R., & Sotvoldiyeva, M. (2023). Specific features of speech development in preschool and primary school children. Modern Education, 6(2), 34-41.