STRUCTURAL-FUNCTIONAL MODEL FOR DEVELOPING DIALOGIC SPEECH IN PRIMARY SCHOOL STUDENTS BASED ON A VARIATIVE APPROACH

Turapova Ra’no Barat qizi

Authors

Turapova Ra’no Barat qizi Independent Researcher, Termez State Pedagogical Institute

Keywords:

structural-functional model, variative approach, dialogic speech, primary education, communicative competence, interactive learning, student-centered education.

Abstract

This article presents a structural-functional model for developing dialogic speech in primary school students based on a variative approach. The model integrates pedagogical components, including interactive teaching methods, student-centered activities, and scaffolded learning strategies, to enhance communicative competence, critical thinking, and collaborative skills. Emphasis is placed on the roles of teachers, lesson design, and classroom environment in facilitating meaningful dialogue. The proposed model aims to provide a practical framework for implementing variative approaches in primary education, supporting both linguistic and socio-emotional development.

References

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Barat qizi, T. R. (2025). Practical Experiences of Developing Pupils’ Dialogic Speech Through a Variative Approach. American Journal of Education and Evaluation Studies, 2(9), 121–125. Retrieved from https://semantjournals.org/index.php/AJEES/article/view/2441

qizi, T. R. B. . (2025). Scientific and Pedagogical Analysis of the Results, Challenges, And Prospects of Developing Dialogic Speech in Primary School Pupils through a Variative Approach: The Case of Mother Tongue Lessons. International Journal of Formal Education, 4(9), 96–99. Retrieved from https://journals.academiczone.net/index.php/ijfe/article/view/5732