The development of speech skills is very necessary in the modern world, since it allows people to exchange information, establish communication and provide interaction

2.2. Features of the interaction of the development of speech skills at the level of Secondary Education in general educational schools.

School reform in general and speech cultivation in particular at the current stage of improving teaching, the formation of an initiative, independent-minded person who can freely and perfectly master the native language as a means of communication is one of the main tasks. knowing the world around, self - realization and creation of life. In the modern conditions of modernization of school education, the problem of learning the native language by schoolchildren is relevant not only as a means of learning, but also for communication, acquaintance with the treasures of the culture of the nation. New trends in school language education suggest strengthening the practical direction of the process of mastering the native language, subordi - nating work on language theory and the development of student speech. Given the current requirements for language education in modern linguodidactics, a priority and promising communicative approach is determined, in which the development of communicative speech receives the status of the leading principle of teaching the native language, and the purpose of the school language course is considered as teaching students to teach. freely use their native language as a means of communication , spiritual enrichment and the formation of an intellectual culture in ensuring the correct level of speech ability of children, this is one of the most important conditions for their successful socialization.
Main part. So, the main goal of teaching the native language at school is to form a person with skills and qualifications in the free use of speech tools. In this regard, language education in a modern school should be aimed at the development of language and speech competence of students from the level of primary education. This makes it possible to resort to a competency-based approach in education. Language is the main instinct that distinguishes a person from other living things; it is a means of social communication between people, revealing the inner world of a person and obtaining new unlimited knowledge. In this context, K. D. It is recommended to cite ushinsky's opinion, who called the language a powerful and great teacher, "not only teaches a lot, but also amazingly easy, with a light method.""The mother tongue, first of all, performs two social functions: it serves as a means of personal development as a necessary condition for the development of people and is used as a means of cognition and communication" [9, p.54].
"Readiness for cooperation, the development of the ability to creative activity;tolerance, tolerance to the opinions of other people; the ability to communicate, seek and find meaningful compromises are the requirements that today's society places on a young student" [8, p. 176]. Compliance of educational results with the established requirements can be achieved by substantiating communicative and competency-based approaches as a leading approach to the implementation of pedagogical activities in elementary school. The communicative approach to teaching the native language as a complex multifaceted process involves the study of the language system as a means of communication between people, as a unit of language and speech, as a speech embodiment of the language system, which fulfills its communicative purpose only through speech, as a means. knowledge and reflection of reality, inextricably linked with the communicative purpose of language [2].
The communicative approach focuses on language learning through communication. From a practical point of view, this approach is carried out under the following conditions:
- communicative orientation of all types of Education;
- the main thing in the learning process is not a teacher, but a student;
- interest in the learning process according to the interests, abilities and needs of students;
- educational and methodological materials are presented according to the situational-thematic or functional principle;
- the main types of student work: couple work (Dialogue), Group work (polylog), independent work (written work on the development of speech).
- the main direction of teaching a child is not the acquisition of language knowledge, but the development of skills (grammatical, lexical, phonetic, speech skills) that provide the possibility of speech activity during communication, simple mentoring of language in communication acts;
- taking into account the principle of communicative organization, which provides the communicative nature of the exercises used in the educational process for the development of skills and speech skills;
-the formation of an stimulating-motivational stage of activity among students-the creation of the need for verbal communication.
A competency-based approach to the study of languages in the scientific literature is considered as a means of organizing educational and cognitive activities that ensure the assimilation of educational content by students and the achievement of educational goals in solving certain problem tasks. The result of the educational process, in terms of a competency-based approach, is to some extent (depending on the level of education) the formation of a set of competencies and competencies. Thus, the language education of young schoolchildren in a broad sense is aimed at the formation of communicative competence and its components. One of the components that ensure the formation of communicative competence is the speech competence of young stu - dents. Under speech competence, O. A. Dorozhkina and V. N. According to Dronova, "the child's ability to practically use his native language in certain situations of communication, without speech, (facial expressions, gestures, movements) and using intonation tools." speech expressiveness in their commonality" [3, p. 259].
Researchers distinguish the following components in the composition of speech competence:
- lexical;
- grammar;
- phonetic;
- dialogic;
- monologue;
- communicative [3].
Every modern teacher is well aware that the development of speech is a task not only for Russian classes, but also for other educational subjects. However, for lessons in the subject of the Russian language, this task is the main one. In each lesson of this topic, the teacher takes care that children use words correctly and correctly, teaches them to compose sentences, repeat, express their thoughts" [1, p. 290]. In the formation of speech competence of Primary School students, an important place is given to the development of oral dialogical and monological speech (oral and written) skills. Dialogic forms of knowledge acquisition are forms constructed on the basis of active interaction and stable feedback between the knowledge-transmitting specialist and its perceiver [7].
Working on communication involves two stages:
1)reproduction, execution of dialogue based on listened or read text;
2) to draw up a dialogue based on situational drawings, which are described verbally to auxiliary material, as well as independently observing the rules of etiquette, the culture of communication.
The methodology for working on the development of dialogical speech implies taking into account the psychological structure of this type of speech activity, which includes the following components:
- motif,
- goal,
- tools (language)
- final result (expected reaction of the interlocutor) [6].
The dialogue requires a clear formulation of questions, clear and clear answers, a polite appeal to the locutor, tolerant and correct expression of comments, objections, advice, etc. The question and answer form of dialogical communication is the most typical and methodically developed. In communication, it is used to solve the following training tasks:
- cognitive (informative);
- social and communicative (communication) [3].
In the process of forming dialogical speech of students in the primary education system, great attention should be paid to the assimilation of models of speech etiquette by young students. Students should memorize the basic formulas of etiquette, know under what conditions each of them will be used, and also use them correctly and correctly in their speech. It is recommended to resort to the style of play based on the sufficiently formed dialogical skills of young readers. Researchers O. A. Dorozhkina and V. N. Dronova, " role-playing meets the needs of children to realize their ideas, to express their experiences. In the course of the game, they had a new" [3, p. 263] trying to carry out well-studied plots for independent construction. The game is the most studied activity for elementary students. It stimulates cognitive, labor and creative activity. In this regard, relying on play (game actions, game forms, tools) in the development of dialogic skills of young students is the most optimal way to involve students in educational work, a way to emotionally respond to learning without overloading.
The formation of monological speech should be carried out in two main stages:
- Retelling texts read or listened to;
- build your own statements based on what you see, experienced.