METHODOLOGICAL FOUNDATIONS FOR ENHANCING THE EFFECTIVENESS OF SPEAKING AND VOCABULARY TEACHING IN THE EDUCATIONAL PROCESS OF ACADEMIC LYCEUMS

• Yoqutkhon Jabborovich Jamolkhonov

  Chirchik State Pedagogical University

  Author

This article examines methodological foundations for enhancing the effectiveness of speaking and vocabulary teaching in the educational process of academic lyceums, focusing on how instructional design, interaction patterns, and assessment practices can jointly increase learners’ oral proficiency and lexical development. The study frames speaking as a goal-oriented communicative activity that depends on both lexical accessibility and discourse competence, and it treats vocabulary as a dynamic system acquired through repeated contextualized encounters, strategic noticing, and productive use. The paper synthesizes contemporary language-teaching approaches relevant to philological university preparation, including communicative language teaching, task-based language teaching, lexical and phraseological perspectives, and formative assessment. It argues that effectiveness in lyceum settings is strengthened when classroom talk is deliberately engineered: teachers plan for meaningful output, scaffold lexical retrieval, and create cycles in which input becomes uptake and uptake becomes fluent, accurate performance. Emphasis is placed on methodological coherence across three layers of practice: principled selection of lexical targets (high-frequency, academic, and topic-specific items), structured opportunities for interaction (information-gap and opinion-gap tasks collaborative reasoning, and presentation genres), and feedback systems that balance fluency and accuracy through staged correction, focused repetition, and learner reflection. The article outlines a framework for aligning speaking tasks with lexical objectives, establishing transparent success criteria, and measuring progress through both performance-based rubrics and vocabulary growth indicators. The findings contribute to refining English language methodology for academic lyceums by offering an integrated model that links curriculum aims, classroom procedures, and evidence-based evaluation of speaking and vocabulary outcomes.

• pdf

This work is licensed under a Creative Commons Attribution 4.0 International License.