METHODOLOGY OF ORGANIZING NATIVE LANGUAGE LITERACY LESSONS AIMED AT DEVELOPING SPEAKING COMPETENCIES
Keywords:
Native language literacy, speaking competence, primary education, communicative approach, oral language development, lesson methodology, learner-centered instruction.Abstract
This article examines the methodology of organizing native language literacy lessons with a specific focus on developing learners' speaking competencies in primary education. Native language literacy instruction has traditionally emphasized reading and writing mechanics, often leaving oral communication skills underdeveloped despite their foundational role in overall language proficiency. The study analyzes pedagogical approaches, instructional strategies, and classroom techniques that integrate speaking-oriented activities into native language literacy lessons, including dialogic reading, structured discussion, storytelling, role-play, and communicative exercises. Drawing on theoretical frameworks of communicative competence and constructivist learning, the article proposes a methodological model for lesson organization that balances literacy acquisition with oral language development. The research employed a combination of pedagogical observation, comparative analysis of lesson structures, and evaluation of learner outcomes in primary school settings. Findings indicate that lessons structured around interactive, learner-centered speaking tasks significantly improve vocabulary use, fluency, and confidence in oral expression while simultaneously reinforcing literacy skills. The article concludes with practical recommendations for teachers and curriculum designers seeking to strengthen the speaking dimension of native language literacy education.
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