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Abstract
This article addresses the development of spoken Uzbek through information technology in primary schools where Russian is the language of instruction. It aims to design a sequence of exercises that connects comprehension of multimedia input with independent dialogue and monologue. Comparative analysis of purposefully selected sources and didactic modelling inform a five-stage sequence: comprehension, supported speaking, information exchange, independent production, and revision through feedback. The article presents an illustrative Grade 3 lesson and assessment criteria for spoken performance. Tasks are differentiated according to learners’ language experience. The proposed framework is theoretical and methodological; its effectiveness requires empirical evaluation.
References
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