ORGANIZING EXTRACURRICULAR CLASSES IN THE MOTHER TONGUE SUBJECT BASED ON A COMPETENCY-BASED APPROACH

SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 109 ORGANIZING EXTRACURRICULAR CLASSES IN THE MOTHER TONGUE SUBJECT BASED ON A COMPETENCY-BASED APPROACH Toshnazarova Aziza Khoshimjanovna Graduate student of the specialty 70230101 – Linguistics (Uzbek language) Annotation:The article analyzes the content and objectives of mother tongue education based on a modern competency-based approach. It highlights the linguistic, cognitive, and social significance of extracurricular (club) classes as a practical part of the educational process. The study emphasizes that the mother tongue should be viewed not merely as a system of grammatical rules but as an essential tool for shaping communicative and cultural competence. Furthermore, the article examines the interconnection between language, thinking, and competence from a scientific perspective, revealing the integration of linguistics and education through the natural potential of the Uzbek language. Keywords: competence, language and thinking, communicative skills, mother tongue, extracurricular class, linguistic thinking, speech culture, active methods. Introduction The mother tongue is the highest reflection of the national spirit. It is not only a means of communication but also the bearer of a nation’s thought, culture, and historical memory. Therefore, the moral development of any society is directly expressed through its attitude toward its native language. In recent years, Uzbekistan’s educational system has undergone reforms aimed at renewing curricula based on the competency-based approach. The main goal of this process is not to make students memorize knowledge, but to ensure their ability to apply it in practice — to communicate, analyze, and express ideas freely and coherently. This approach is especially important in the teaching of the mother tongue because language is not only an object of study but also a tool of thinking. SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 110 Therefore, extracurricular (club) classes play a vital role as one of the most natural, interactive, and independent forms of language learning. This article aims to examine extracurricular classes not merely as a methodological process but as a scientific environment that enhances linguistic and cognitive activity. Main Part A competency-based approach is a pedagogical paradigm aimed at developing in the learner not only knowledge but also the ability to apply it effectively in real-life contexts. From a linguistic point of view, this approach is closely linked with the concepts of communicative competence, linguistic competence, and cultural competence. The American linguist Noam Chomsky introduced the concept of “linguistic competence” to describe an individual’s internalized knowledge of language structure. Later, Dell Hymes expanded this concept into “communicative competence,” emphasizing that proper language use also requires understanding of the social context in which communication occurs. In mother tongue teaching, these theories play a key role. A student should not only know grammatical rules but also be able to use them appropriately in speech, text creation, and communication. In this regard, extracurricular activities develop students’ linguistic sensitivity — the ability to perceive the connection between word and thought. Extracurricular classes in the mother tongue often take the form of “creative activities,” “language games,” or “moments of reflection.” However, their scientific content is far broader. In fact, such activities serve as a natural laboratory for exploring the structure, semantics, and communicative potential of language. For instance, during a club session on “The Inner Form of the Word,” students may analyze the semantic roots, metaphorical extensions, and connotative meanings of words. This develops their ability to approach linguistic phenomena from a cognitive-linguistic perspective. SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 111 Furthermore, studying the morphological features of the Uzbek language, its dialectal richness, and the interaction between dialects and literary language deepens students’ linguistic thinking. Language is the material form of human thought. Therefore, learning a language means learning to think. A student becomes truly competent only when they can express their ideas logically, coherently, and with intellectual clarity. Extracurricular sessions naturally reinforce this process. For example, in the “Uzbek Language and Ancient Written Sources” club, students analyze linguistic features in the works of Alisher Navoi, Zahiriddin Babur, and Ahmad Yassaviy, comparing their semantic, morphological, and stylistic systems with modern literary Uzbek. This fosters both historical-linguistic and analytical competence. The harmony between language and thought develops metalinguistic competence — the ability to analyze language as an object of intellectual inquiry. In this sense, extracurricular classes stimulate students’ independent research, analytical reasoning, comparison, and generalization — all key cognitive processes. The morphological structure of Uzbek, its word-formation system, and syntactic flexibility provide an ideal field for linguistic experimentation. For example, by examining the semantic adaptability of suffixes such as -lik, -chi, and -siz, students learn how meanings transform within the language. Through this process, they become aware of the social, emotional, and stylistic layers of language — developing their semantic competence. Extracurricular classes also provide opportunities to explore phonetic features of Uzbek, such as how stress and intonation alter meaning, or how dialectal variations function socially. Discussing such topics strengthens scientific understanding of language. Additionally, Uzbek’s rich vocabulary, paremiology (proverbs, sayings), and idiomatic system embody the national worldview. For example, antonymic pairs in SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 112 proverbs — “Peace is the greatest wealth,” “Knowledge is light, ignorance is darkness” — reveal the axiological (value-based) semantics of the language. Another essential aspect of extracurricular sessions in the mother tongue is learning culture through language and fostering national identity. Language is the code of culture — every word, phrase, and metaphor expresses a people’s mentality. The linguocultural approach allows students to analyze Uzbek national values and worldview through linguistic forms. In clubs such as “Language and Folklore,” students study oral traditions, proverbs, and riddles to understand the linguistic model of the Uzbek mind. Such activities not only strengthen linguistic knowledge but also help students develop cultural awareness and a sense of national belonging through language. In linguistics, communicative competence refers to the ability to use linguistic units appropriately according to communicative goals. Extracurricular sessions naturally promote this competence by providing authentic communicative contexts. For example, in the “Debate and Speech Culture” club, students discuss social topics, choose suitable speech styles, provide arguments, and respond to opposing views. This develops pragmatic competence, logical reasoning, and argumentation skills. Enhancing communicative competence also strengthens students’ social engagement and fosters conscious, responsible language use. Today, various branches of Uzbek linguistics — cognitive linguistics, sociolinguistics, psycholinguistics, discourse analysis — are increasingly integrated into education. Extracurricular classes provide practical opportunities to apply these disciplines interactively, such as:  Analyzing metaphors, concepts, and symbols through cognitive linguistics;  Studying social group language, youth slang, and gendered language via sociolinguistics;  Exploring speech and thought relations in psycholinguistics; SCIENCE AND PEDAGOGY IN THE MODERN WORLD: PROBLEMS AND SOLUTIONS Vol. 3. Issue 9. 113  Examining media, political, or advertising discourse through discourse analysis. Such integrative approaches cultivate scientific curiosity about the Uzbek language and strengthen students’ ability to perceive language not only as a communication tool but also as an object of intellectual inquiry. Conclusion Organizing extracurricular classes in the mother tongue subject based on a competency-based approach is not merely a methodological issue — it represents a synthesis of linguistic, cognitive, and moral development. To learn a language is to learn to think; to learn to think is to cultivate intellectual culture. Thus, through extracurricular activities, students develop the following key competencies:  Skills of linguistic analysis and generalization;  Communicative and cultural competence;  Critical thinking and creative approach;  National identity and aesthetic appreciation of language. In conclusion, the competency-based approach elevates mother tongue education to a new level, integrating theory and practice. 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