The acquisition of English speaking proficiency represents a multidimensional cognitive-linguistic process, wherein fluency, accuracy, and pragmatic appropriateness converge as core parameters. This paper delineates the intrinsic features underpinning the development of oral communicative competence, with emphasis on psycholinguistic mechanisms, contextual variability, and interactional dynamics. Anchored in contemporary pedagogical paradigms, including Communicative Language Teaching and Task-Based Instruction, the study critically evaluates methodological trajectories and their efficacy in fostering productive speech performance. Particular attention is given to extralinguistic impediments—such as affective filters and intercultural interference—that constrain oral output. The analysis concludes by offering evidence-based pedagogical insights aimed at optimizing the speaking skill acquisition process in ESL contexts.

This article analyzes the study of such issues as the declaration of independence of the republic, new stages of state building, the emergence of civil society institutions and the revival of spiritual values in Arabic studies. By studying foreign coverage of the socio-political changes observed in Uzbekistan in the 90s of the 20th century, one can get acquainted with new ideas, opinions and approaches regarding the modern history of Uzbekistan.

Assessment is an integral part of language learning, and it is essential to determine the progress and proficiency of a learner. There are different types of assessment methods used in language education, including Multiple Choice Questions (MCQs) and Short Answer Questions (SAQs). Both MCQs and SAQs are crucial in assessing language skills, and they serve different purposes in the evaluation process. Therefore, it is essential to use both MCQs and SAQs in language assessment to provide a comprehensive evaluation of a learner's language proficiency. The present article discusses their importance in terms of assessing reading skills.