KURS ISHI

INTRODUCTION . For instance, the number of individuals enrolled in private foreign language courses across Uzbekistan surged by 18% in 2023 compared to 2022, reaching over 450,000 students, as reported by the Ministry of Preschool and School Education [1]. Concurrently, the global English language learning market alone was valued at USD 60.5 billion in 2023 and is projected to grow at a compound annual growth rate (CAGR) of 8.9% from 2024 to 2030, underscoring the immense value placed on multilingualism worldwide [2]. Despite the growing emphasis and investment in foreign language education within Uzbekistan, persistent challenges hinder the comprehensive development of communicative competence among learners. Specifically, a disconnect often exists between the theoretical acquisition of grammatical rules and their practical application in real-world communication, leading to insufficient speech fluency and accuracy [3]. Consequently, graduates frequently struggle to integrate these disparate skills effectively in spontaneous interactions, thereby limiting their professional and academic mobility [4]. Addressing these linguo-didactic issues, particularly concerning the seamless integration of speech skills across various educational stages, remains a crucial, yet largely unresolved, challenge for the continuous education system. International scholarship has extensively explored methodologies for effective foreign language acquisition and skill integration. (1985) introduced the Input Hypothesis, emphasizing comprehensible input as fundamental to Second Language Acquisition (SLA) and implicitly supporting the integration of receptive skills [5]. Cummins J. (2000) differentiated between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP), illustrating the varying demands on speech skills in different contexts and advocating for integrated approaches to develop both [6]. Swain M. (1985), through her Output Hypothesis, highlighted the importance of productive output in language learning, demonstrating how speaking and writing actively contribute to language development and skill consolidation [7]. Lightbown P. and Spada N. (2013) extensively researched the effectiveness of different instructional approaches, often concluding that communicative and task-based methods, which inherently integrate skills, yield super ...