METHODOLOGY OF IDENTIFYING AND ELIMINATING SPEECH ERRORS IN PRIMARY SCHOOL STUDENTS

This article investigates the pedagogical and linguistic methodology of identifying and eliminating speech errors in primary school students within the educational system of Uzbekistan. The study analyzes the psychological and cognitive factors contributing to phonetic, lexical, and grammatical speech deficiencies among early learners. By evaluating modern classroom practices, a balanced methodological framework combining interactive games, corrective reading, and articulatory exercises is proposed. The qualitative and descriptive analysis demonstrates that continuous, non-judgmental corrective feedback models successfully mitigate speech anxiety and systematically enhance the oral and written communicative competence of primary school pupils.