PEDAGOGICAL AND PSYCHOLOGICAL ASPECT OF STUDENTS' SPEECH OF PRODUCTION OF SCHOOLCHILDREN BASED ON COMMUNICATION
Authors
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Zhazira Kaiyrbayeva
S.Amanzholov East Kazakhstan University
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Raigul Rakhmetova
Abai Kazakh National Pedagogical University
DOI:
https://doi.org/10.55808/1999-4214.2026-1.27Keywords:
speech production, communication, problem-based communication method, pedagogical aspect, psychological aspect, speech culture, communicative competence.Abstract
The article discusses the pedagogical and psychological aspects of the development of high school students' speech through communicative activity. In modern educational conditions, the main indicators of communicative competence are the logical and systematic presentation of students' thoughts, the expression of personal attitudes through emotional tone, and the conscious use of figurative language. Therefore, in this study, the phrase was considered as a comprehensive indicator of a student's ability to convey their thoughts through language, and the level of its development was determined based on logical, emotional, and figurative indicators.
The purpose of the study is to experimentally determine the impact of problem-solving and communicative methods based on communicative activity on the indicators of speech development in high school students. The logical indicator was assessed based on the students' ability to accurately define concepts, systematically construct thoughts, and demonstrate cause-and-effect relationships. The emotional indicator characterized the level of expression of individual approach in speech, the manifestation of evaluative attitude, and the use of emotional tone. The figurative indicator was determined by metaphors, comparisons, and the use of figurative language units.
The study was conducted among students in grades 10-11 at a public school in the 2024-2025 academic year. The pedagogical experiment, which included an experimental and a control group, was organized in three stages: the initial diagnostic stage, the formative stage, and the secondary diagnostic stage. The author's method of "one concept - three facets" was used as a diagnostic tool, where the level of students' speech development was assessed comprehensively based on three indicators. The formative stage was conducted outside of school hours, twice a week, for three months, using systematic tasks based on communicative activities.
The results of the study showed that the students' initial diagnostic scores were insufficient. During the second diagnostic session, it was found that the experimental group had improved their ability to express their thoughts systematically, their emotional and personal nature of speech had become more pronounced, and they had increased their use of figurative language. In the control group, there was no significant change in the scores.
