Roodly Laurore was born and raised in Haiti. He is an engineer and poet. His poems, widely published, are included in: Synchronized Chaos; Spirit Fire Review; Welter University of Baltimore; Taos Journal of Poetry;Kosmos Journal; Autism Parenting Magazine; Solstice Literary Magazine; The New Verse News; Jerry Jazz Musician and others. He is the father of two sons.
Jerrice J. Baptiste is an artist poet and author of nine books. She has been published in The Yale Review; Kosmos Journal; The Tulane Review; Eco Theo Review; The Caribbean Writer and many others. Jerrice enjoys playing the role of translator and illustrator. She teaches poetry where she lives in New York!
It starts from Astana… Our country is free and free, A beauty beyond description. Water, gas, and electricity, A truly priceless wealth! Saving and preserving them, Starts from childhood. Our love for everyone, Starts from Astana. We learned to preserve our wealth, From our grandfathers. We learned freedom and purity, From our grandmothers. We are the future of the country, We will justify your trust. For a happy future, We will preserve our wealth!
Farzona Hoshimova Fergana region Margilan city 8th grade student of the Erkin Vohidov creative school
Your name, pearly like the sea with moonlit glimmers and as white as mother-of-pearl tastes of honey and water of secrets from yesterday and today.
Your name makes me green again and stirs my heart with your deep kisses and sweet, soft hands that caress my skin with the certain hope of faithful love and passion to live with humility.
A writer, mediator, and visual arts technician, she has published six books: Verses of the People; History of the First Constitutional Governor of Santa Cruz; Santa Cruz in Flames; Being With…; Man’s Anxiety; Paths of the Soul; more than seventy-five anthologies; magazines, newspapers, and cultural radio programs such as “Aonikenk” and “Cultural Bonfire,” as well as television programs, etc. She has received national and international awards. A member of the C.F.C. of SADE, president of IALL, she is involved in several cultural groups such as “Together for Letters,” “Literary Sparks,” and “Artemanaike,” etc.
Sultonova Durdona Tursunboy qizi, 2nd-year Master’s Student, Uzbek Language and Literature, Namangan State Pedagogical Institute
ANNOTATION
This article examines the psycholinguistic foundations of developing linguistic competence in language education from scientific and theoretical perspectives. It analyzes the phonetic-phonological, lexical-semantic, grammatical, pragmatic, and discursive components of linguistic competence and highlights the role of psycholinguistic mechanisms—such as auditory perception, memory, attention, and associative thinking—in their development. The motivational, planning, articulatory, and perceptual stages of speech activity are explained in relation to their influence on the learning process. The psycholinguistic bases of communicative, cognitive, and interactive approaches are also presented, emphasizing their significance in facilitating natural language acquisition. The findings hold practical value for language teachers, methodologists, and researchers in linguistics.
Keywords: linguistic competence, psycholinguistics, speech activity, cognitive processes, communicative approach, language education.
ABSTRACT
This article explores the psycholinguistic foundations of developing linguistic competence in language education. It provides an analysis of the phonetic-phonological, lexical-semantic, grammatical, pragmatic, and discursive components of linguistic competence and explains the role played by psycholinguistic mechanisms such as auditory perception, memory, attention, and associative thinking in their formation. The stages of speech activity—motivational, planning, articulatory, and perceptual—are examined regarding their influence on language learning processes. The psycholinguistic basis of communicative, cognitive, and interactive approaches is discussed, with emphasis on their importance in activating natural language acquisition mechanisms. The results demonstrate the practical benefits of integrating psycholinguistic principles into language teaching and can serve as a valuable resource for teachers, methodologists, and scholars in linguistics and psycholinguistics.
Introduction
In modern language education, expanding learners’ communicative abilities and developing their skills in consciously and purposefully using linguistic means are among the key tasks. This goal is achieved through the development of linguistic competence, which encompasses knowledge of the language system and the mechanisms of its use in speech. The effectiveness of this process is closely linked to psycholinguistic principles, namely the relationship between language and thinking, the mechanisms underlying speech activity, and the psychological processes involved in language learning. Therefore, examining the development of linguistic competence from a psycholinguistic perspective and defining its theoretical and practical foundations is of significant scholarly and practical importance.
The Concept of Linguistic Competence and Its Components
Linguistic competence refers to the conscious acquisition of the language system, the functions of linguistic units, their rules of use, and structural organization. It includes several components:
1. Phonetic-Phonological Competence – understanding the sound system, phonemes, their distinctive features, and achieving correct pronunciation.
2. Lexical-Semantic Competence – knowing word meanings, understanding semantic relations, and choosing appropriate vocabulary in context.
3. Grammatical Competence – mastering morphological and syntactic rules and correctly applying grammatical forms in speech.
4. Pragmatic Competence – selecting appropriate linguistic means based on the communicative situation and socio-cultural norms.
5. Discursive Competence – ensuring logical coherence, unity of text, proper use of cohesive devices, and applying relevant speech strategies.
Psycholinguistics clarifies how these components are formed, how linguistic knowledge is stored in the mind, and how it becomes activated during speech.
Psycholinguistic Foundations of Linguistic Competence
1. The Relationship Between Language and Thinking
Psycholinguistics views language as the main tool of human cognition and the organizational mechanism of cognitive processes. The development of linguistic competence is greatly influenced by learners’ mental abilities such as classification, generalization, and abstract thinking, as language acquisition occurs through cognitive processes. According to Vygotsky, language operates through the interaction of inner and outer speech, and linguistic competence is strengthened through the development of inner speech. Activating learners’ thinking processes during instruction promotes deeper mastery of linguistic knowledge.
2. The Structure of Speech Activity
Psycholinguistics studies speech activity through the following stages:
Motivational stage – forming the intention to speak.
Planning stage – selecting linguistic units and constructing grammatical structures.
Articulatory stage – producing speech.
Perceptual stage – receiving and processing auditory input.
Linguistic competence develops through the coordinated functioning of these stages. Teaching methods must support each stage of speech activity.
3. Formation of Speech Mechanisms
Several psychological mechanisms participate in language acquisition:
Memory – retaining words and grammatical patterns.
Attention – selecting relevant linguistic units during speech.
Associative thinking – strengthening links between words and concepts.
The more developed these mechanisms are, the faster learners acquire linguistic competence. Therefore, a psycholinguistic approach emphasizes understanding individual learning styles and psychological characteristics.
The Importance of Psycholinguistic Approaches in Language Education
1. Psycholinguistic Basis of the Communicative Approach
The communicative method treats speech as a natural process and focuses on developing the learner as an active participant. Drawing on psycholinguistic theory, it:
creates real communicative situations,
stimulates natural communicative needs,
facilitates the automatization of linguistic knowledge.
As a result, learners use grammatical patterns automatically during speech rather than merely memorizing them.
2. Cognitive Approach
The cognitive approach emphasizes conscious language learning. Learners:
become aware of linguistic rules,
analyze and generalize them,
develop logical understanding of language structure.
Activating cognitive processes strengthens grammatical and semantic components of linguistic competence.
3. Interactive Approach
Interactive methods (dialogues, role plays, debates) psycholinguistically activate speech reflexes. Psycholinguistic research confirms that speech develops more effectively in interactive contexts. Furthermore, emotional engagement, motivation, and communication needs intensify in interactive environments, accelerating the development of speech activity.
Psycholinguistic Methods Used to Develop Linguistic Competence
Psycholinguistics suggests employing several methodological tools:
1. Auditory–perceptual exercises:
sound discrimination,
mastering intonation,
forming phonetic stereotypes,
which contribute to developing phonetic competence.
2. Memory-based exercises:
categorizing vocabulary,
using associative cards,
creating semantic maps,
which strengthen lexical-semantic competence.
3. Exercises for automatizing grammatical structures:
transformation drills,
modeling,
sentence reconstruction,
which develop the psychomotor mechanisms required for grammatical competence.
4. Dialogue and monologue practice:
Psycholinguistically, forming and refining ideas through consecutive expression fosters rapid development of the speech system; thus, communicative practice is key to developing discursive and pragmatic competence.
Conclusion
Developing linguistic competence in language education must be based on psycholinguistic principles, as language acquisition depends not only on linguistic knowledge but also on psychological processes such as auditory perception, memory, attention, thinking, and motivation. The development of grammatical, phonetic, lexical, and pragmatic components of linguistic competence is closely tied to the proper functioning of psycholinguistic mechanisms. The use of communicative, cognitive, and interactive approaches enhances speech activity and promotes natural formation of speech mechanisms. Therefore, integrating psycholinguistics with language education enriches teaching methodology with modern scientific foundations and contributes to the robust development of learners’ linguistic competence.
References
1. Vygotsky, L. S. Thinking and Speech. Moscow: Labirint, 2001.
2. Chomsky, N. Aspects of the Theory of Syntax. Moscow: Aspect Press, 2019.
3. Leontiev, A. A. Psycholinguistics. Moscow: Smysl, 2003.
4. Akhmanova, O. S. Dictionary of Linguistic Terms. Moscow: KomKniga, 2007.
5. Khomidov A., Abdulkhayev A. Theoretical Linguistics. Tashkent: Fan, 2015.
6. Yo‘ldosheva Sh., Mengliev B. Basics of Psycholinguistics. Tashkent: TDPU Publishing, 2020.
7. Richards, J., Rodgers, T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2014.
Sultonova Durdona Tursunboy qizi was born on June 16, 2000, in Chust district of Namangan region. She completed her studies at Secondary School No. 54 in her district, after which she graduated from the Academic Lyceum under Namangan State University. She then continued her education at Fergana State University in the field of Philology and Language Teaching (Uzbek language).
Currently, she is a second-year Master’s student at the Namangan State Pedagogical Institute. She is diligently working on improving her professional skills with the aim of becoming a highly qualified specialist in her field. Her ultimate goal is to share the knowledge she has gained with future generations.
Social media was originally created to connect people, share ideas, and unite the world. However, today it has become a powerful platform that significantly affects human psychology. Every day, millions of people showcase the most beautiful moments of their lives online, while others compare these “perfect” scenes to their own lives, quietly feeling inadequate.
According to global statistics, there are 5.24 billion social media users, who spend an average of 2 hours and 21 minutes per day on these platforms. Over the course of a year, this amounts to almost 34 days—essentially dedicating a month of life to virtual existence. The most concerning part is that a large portion of this time often pulls people into a spiral of self-doubt, envy, and loneliness.
In recent years, these negative consequences have become evident through numerous real-life examples. For instance, the famous blogger Anastasiya Tropitsel frequently showcased a luxurious lifestyle, travel, and expensive cars, attracting admiration from millions of young followers. Yet in 2020, she tragically passed away in Bali. Later reports revealed that Anastasiya had long struggled with depression but concealed her struggles to maintain the “happy persona” online. This tragedy exposed the psychological pain hidden behind the virtual life.
At its core, this problem stems from natural human needs—the desire for recognition, attention, and validation. Social media amplifies this feeling, turning it into a system measured by “likes.” People begin to evaluate themselves by numbers: more views, more comments, more followers—almost as if their value depends solely on these metrics. Consequently, genuine emotions, sincerity, and inner peace diminish, replaced by artificial standards of life.
The solution begins with changing one’s mindset. First, it is crucial to develop a culture of healthy boundaries with social media. This does not mean abandoning it entirely, but using it purposefully and in moderation. Everyone should learn to compare themselves not to others online, but to their past selves. Additionally, educational institutions should introduce lessons on digital literacy and information awareness, while promoting mental well-being and self-esteem among young people.
Social media connects us to the world, but it often distances us from ourselves. We live amidst hundreds of photos, videos, and “perfect” lives every day, yet the most important thing—inner peace—seems increasingly lost. I have realized that true happiness does not lie in “likes,” but in sincere conversations, genuine emotions, and moments spent with loved ones.
Life is given to be lived, not to be shown. Therefore, we should focus less on the fake brilliance behind screens and more on our real lives. Only then can a person preserve their true self, and only then does life truly gain meaning.
NARZULLOYEVA MUNISA BAKHROMOVNA was born on August 13th, 2006, in Surxandarya region, Sariasia district of the Republic of Uzbekistan. She is currently studying in her second year at the Faculty of Journalism. She has accomplished a lot of achievements. For instance: her articles were published in Germany’s “Raven Cage” and Kenya’s “Mt. Kenya Times” international magazines. Additionally, her articles were published twice on the official website of “Synchronized Chaos” and have been indexed on Google. Also, she is a member of the “All India Council of Technical Skill Development” and a member of “Global Education Ambassador”.
Abstract This article analyzes the main methods of developing writing skills in English. Written speech is one of the key elements in language learning and includes grammar, style, coherence, and clarity of expression. The article provides several recommendations for improving writing skills. These recommendations, presented with an analytical approach, may be useful for learners, students, language enthusiasts, and teachers.
Keywords: written speech, English language, writing skills, grammar, practical writing, editing, knowledge enhancement, basic methods.
Introduction Nowadays, as the ability to communicate fluently in English becomes increasingly important, so does the ability to express oneself correctly and clearly in written form. Writing skills have become an essential need for students, researchers, learners, educators, writers, businesspeople, or anyone who interacts with foreign countries. Below are the most effective recommendations to help improve writing proficiency in English. We know that the first step in writing in any language is mastering grammar, spelling, and punctuation in depth. Every sentence structure is based on this knowledge. In addition, in order to perform writing skills professionally, regular practice is essential. Writing short texts or stories every day, keeping a diary, or writing notes can be a great help.
Reading plays an important role in developing writing skills. A person who reads a lot absorbs writing styles and expressions and develops the ability to distinguish well-written texts. Therefore, to improve writing skills in English, we should read books, various articles, and short stories regularly.
Writing is extremely important in English language teaching. According to [4] McLaughlin, writing is a complex task where learners need to construct interrelated small tasks. On the other hand, in a comprehensive language approach, writing is not based solely on rules but on meaning-making, purpose, and audience. For students and professionals learning English as a second language, writing is one of the most important skills. It is complex because it requires one to reflect their inner world. When writing in English, one must automatically apply the natural grammar of the language. Achieving such a level of proficiency is only possible after being exposed to thousands of well-written sentences. Reading enables the natural acquisition of grammar concepts. As mentioned earlier, the more you read in English—books and articles—the more noticeable your improvement in writing will be. Reading is one of the most effective methods for improving writing skills not only in English but in any language.
In today’s world, most communication is done electronically. However, many exams are still conducted through handwritten responses. That is, as the French writer [6] Voltaire once said, writing is done through “drawing sounds.”
Indeed, effective communication in writing is very important to achieve success in academic domain. Conveying ideas and providing research effectively to readers with clear and coherent writing is vital. One of the most essential skills for a writer is to make writing coherent. Coherent writing aids readers to comprehend complicated ideas and arguments, and eases the construction of rigorous and nuanced discussions, that`s why generating is both persuasive and affecting writing is vital to achieve success in academic writing. However, many struggle in terms of coherence in their writing. Writing they produce suffers from obscure bond among concepts, disorganization, and insufficiency in paragraphs. Readers can get confusion and frustration for these problems and writers find it challenging to express their conception effectively and they potentially decrease the productiveness of their work. However, there are certain ways to be used to settle these problems. This article provides certain techniques to help writers to create writing that is comprehensible and compelling after looking into the research that has been done into it. [8] The following are the advantages of developing writing skills in English:[7]
-systematically learning the grammatical structure of English;
-enabling students to express ideas in written form in English;
-choosing appropriate words for different contexts;
-ensuring language learners work independently;
-enabling students to write letters and essays;
-allowing students to draw conclusions;
-enabling students to write stories;
-encouraging effective use of vocabulary;
-enabling students to make necessary changes to a given text.
It is no secret that nowadays young people are less engaged in writing because they have smartphones and other electronic devices connected to the internet, which provide ready-made texts and instant answers. They tend to spend their valuable time searching for what others have written instead of developing their own writing skills. It is clear that learners with strong writing skills are more successful in expressing their ideas independently and achieving their goals than others. Students and language learners often face difficulties in writing, which stem from various problems. To improve writing skills, they need to learn the following four recommendations:
1. Knowing how to write letters correctly;
2. Writing letter combinations correctly;
3. Writing words without spelling errors and knowing their meanings;
4. Forming sentences using a “mathematical approach.”
By applying these recommendations in practice, our writing skills can significantly improve. We know that many students are currently preparing for international certificates like IELTS, spending months or even years to achieve this goal. Most of them struggle in the writing section of the IELTS exam and face challenges in finding solutions to these problems during their studies. Below are some common problems in the writing section and their solutions:
1. Not fully understanding the task (Task Response):
Many students do not read the question carefully and go off-topic. Especially in Task 2 (essay), they fail to respond directly to the question and lower their overall score. They must read the question attentively, identify keywords, and provide a clear and focused response.
2. Lack of ideas and supporting details (Ideas & Support): Many students state their opinion but do not develop it with examples and explanations. The solution is to support each main idea with at least one explanation and one example, asking themselves “Why?” and “How?” while writing.
3. Paragraph structure issues (Coherence and Cohesion):
When ideas are jumbled and there is no order in the paragraph, it becomes unclear to the reader. Each paragraph should have one main idea. Linking words (e.g., for example, however, in contrast…) should be used appropriately and not excessively.
4. Lexical errors (Lexical Resource):
Simple and repetitive words are often used, such as “good,” “bad,” “big,” “a lot of.” Students should use synonyms, but only if they are sure of the meaning and if the words fit the context.
5. Grammatical errors (Grammatical Range and Accuracy):
Tenses, complex sentence structures, passive voice, and conditionals are either used infrequently or incorrectly. The solution is to practice a variety of grammatical structures and analyze each writing task after completion.
6. The most painful issue in writing for students is time management. Students often mismanage time between Task 1 and Task 2, and especially lack time for Task 2. A writing plan should be prepared beforehand to save time. Task 1 — 20 minutes, Task 2 — 40 minutes.
Conclusion To conclude, always pay attention to spelling when writing. Keep practicing, because otherwise it will be difficult to remember the correct spelling of every word. Developing writing skills in English is not a skill that can be mastered in a day or a week. It requires continuous learning, self-discipline, constant effort, clarity in expressing thoughts, and most importantly, a love for writing. The recommendations listed above serve as a guide. The identified problems and their solutions will help strengthen English writing skills even further.
REFERENCES
[1]. Harmer, J. (2004). How to Teach Writing. Pearson Education Limited.
[2]. Hedge, T. (2005). Writing. Oxford University Press.
[3]. Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. Routledge.
[4]. McLaughlin, B. (1987). Theories of Second Language Learning. Edward Arnold.
[5]. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.
[6]. Voltaire. (1752). Aphorisms and Selected Writings.
[7]. Muzaffarova N.M. (2023). Rapid Development of Students’ English Writing Skills, International Scientific Journal “Новости образования: исследование в XXI веке”, No. 9(100), Part 3, pp. 1344–1345.
[8].Eldor E. Rajabov. (2024) ‘The ways to produce coherent writing in
English’, Inter education & global study, (5), pp. 421-428. (In English).
