DEVELOPING SPEAKING COMPETENCE IN SECOND LANGUAGE LEARNING: THEORETICAL AND EMPIRICAL PERSPECTIVES

Аннотация:

This article examines the development of speaking competence in second language learning from both theoretical and empirical perspectives. Speaking is conceptualized as a complex communicative skill that integrates linguistic knowledge, cognitive processing, and social interaction. The study aims to analyze theoretical foundations of speaking competence and to investigate pedagogical conditions that facilitate its development in educational contexts. A qualitative theoretical review is combined with an empirical classroom-based study involving university-level learners. The findings indicate that speaking competence cannot be developed through form-focused instruction alone and requires meaningful interaction, learner engagement, and supportive classroom environments. Empirical results demonstrate that students exposed to communicative and interactive speaking activities show significant improvement in fluency, confidence, and oral participation. The article argues that speaking competence is socially constructed through interaction and emphasizes the importance of reducing affective barriers such as anxiety. The study contributes to second language pedagogy by offering a comprehensive framework that integrates theory with classroom practice and provides implications for improving speaking instruction in foreign language education.