ISSUES OF DEVELOPING STUDENTS’ SPEECH CULTURE THROUGH THE USE OF FIGURATIVE LANGUAGE DEVICES

Abstract

The purpose of the present article is to examine, from a pedagogical perspective, the essence of figurative language devices, their place within the linguistic system, and their functional characteristics, as well as to provide a scientific substantiation of their role in the formation of speech culture on the basis of classical and contemporary linguistic theories. As a result of the conducted research, the scientific and linguistic foundations of working with figurative language devices in the teaching of the Azerbaijani language in secondary schools have been identified, and it has been established that methodology plays a significant role in the development of students’ speech culture. One of the principal methods for fostering the development of oral speech in the teaching of the Azerbaijani language in secondary schools is the communicative method. The communicative method implies the practical mastery of language, which, in turn, involves the acquisition of oral speech, reading, and writing skills. Oral speech is taught through the development of speaking and listening comprehension skills. In general, communication occurs between two parties – the speaker and the listener. Effective communication presupposes mutual understanding, that is, the comprehension of transmitted information. In this process, such factors as the participants’ age, social affiliation, level of knowledge, subject matter, and communicative purpose play a significant role. Didactic games and dialogues are of considerable importance in fostering effective listening comprehension skills. The development of science and technology makes it possible to maximize the individualization of Azerbaijani language instruction while simultaneously ensuring collaborative classroom engagement. The proper construction of the methodological system from didactic and psychological perspectives guarantees its practical significance for the future development of students’ speech abilities. The use of figurative language devices in Azerbaijani language lessons plays an important role in the formation of speech culture. The teaching of lexical, phraseological, and syntactic devices enriches students’ vocabulary, enhances their ability to express ideas, and increases their emotional expressiveness. Metaphors, metonymy, epithets, and similes impart a creative and individual character to students’ speech, while phraseological units enrich it with national and cultural nuances. Syntactic devices strengthen the rhythm, intonation, and communicative impact of speech.