Communicative Tasks for the Development of Monologue Speech in Foreign Language Lessons for Students at the Basic Stage of Secondary School

Abstract

   This article explores theoretical and practical approaches to developing monologic speech among basic secondary school students in foreign language lessons. It emphasizes the importance of communicative competence as a foundation for effective language use and examines methods such as communicative teaching, task-based learning, lexical approaches, and CLIL (Content and Language Integrated Learning). The study highlights how these methods foster both linguistic accuracy and confidence in monologue speech and provides recommendations for applying communicative tasks in classrooms following Kazakhstan’s competency-based standards.