Innovative Approaches to Developing Professional Speech Culture in Prospective Teachers

Abstract

This article analyzes the conceptual foundations of developing professional speech culture among prospective teachers within the contemporary higher education paradigm. Pedagogical speech is interpreted not merely as a means of conveying information but as a strategic instrument for activating students’ cognitive and intellectual potential. The roles of linguistic creativity, reflective methods (video analysis and reflective journals), and interdisciplinary integration are discussed. In the context of the Digital Uzbekistan–2030 Strategy, the article addresses online communication etiquette (netiquette) and the preservation of an academic register in digital environments. Drawing on L. Vygotsky’s theory, it examines the interrelationship between speech and thought, pedagogical ethics, and the stimulating function of speech in subject–subject relationships. A corrective and developmental model comprising diagnostic, operational, and reflective components is proposed to address pronunciation, lexical, and grammatical errors. The article also considers mathematical and statistical methods (Pearson’s correlation and Student’s t-test) and international assessment frameworks (PIRLS and ePIRLS) in evaluating pedagogical effectiveness.