Developing Students’ Written and Oral Speech in Kyrgyz Language Classes Through Speech Constructions and Support Words

Analyzes the theoretical and methodological foundations for developing the written and oral speech activities of university students in Kyrgyz language classes through the use of speech constructions (ready-made models and sentence frames) and support words (speech supports). Although the subject standards for the Kyrgyz language declare the goal of the integrated development of four types of speech activity, teaching practice reveals an insufficiency of systematic work with specialized speech constructions and support phrases aimed at the purposeful formation of students’ written and oral speech. In global methodology, as well as in the works of Kyrgyz scholars, the issue of developing students’ speech activity has been extensively studied. This article уточняет (clarifies) the concepts of “speech construction,” “support words,” and “speech support” based on the theories of formulaic language and metadiscourse; analyzes the current state and existing problems of teaching the Kyrgyz language at the level of higher education using concrete examples; proposes an integrated instructional module grounded in the use of speech constructions and support words aimed at developing students’ written and oral speech activity; and presents teaching methods and assessment criteria integrated with digital technologies (podcasts, interactive platforms, and online banks of phraseological and speech units).