SPEECH PROFICIENCY IN ELEMENTARY SCHOOL STUDENTS: A COGNITIVE PERSPECTIVE
Keywords:
primary school kids, cognitive skills, speech competency, communication objective, and cognitive approach Speech abilities and structural elements of speech activity.Abstract
This aerticle highlights the unique ways that primary school pupils develop their speech competence in the circumstances of the fulfillment of the cognitive approach. The study discovered that the cognitive approach to language instruction helps primary school pupils develop their speaking competence. With this method, students learn how to intentionally create expressions for certain real-world scenarios. Speech competence has been shown to be an essential human attribute. It is demonstrated by the ability and willingness to use language and linguistic regularities for the construction and comprehension of speech utterances that serve a communicative purpose. We used the Oxford Cambridge 2000 software, the modified "КОC-22" technique, particular competence pedagogy standards, and indicators from Bloom’s taxonomy’s "Application" category to evaluate the degree of speech competence formation. Research indicates that gaining mastery over cognitive processes facilitates an individual’s ability to work freely with information while learning knowledge. It is established that the text depicts speaking proficiency. The following exercise kinds are proven to be effective in the text work: research, associative, and analytical. It has been demonstrated that the cognitive approach is founded on the ideas of cognitive psychology, implying a dependence on the concept of awareness in the process of primary school children’ development of speech competence. By focusing the teaching process on communicative tasks, this method guarantees that students have the appropriate degree of speech competency.
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