Utilizing Pedagogical Diagnostics in Developing Written Speech Skills in a Foreign Language for High School Students in Uzbekistan

This article explores the strategic application of pedagogical diagnostics as a formative assessment tool to enhance the teaching of foreign language written speech skills to high school students, with a specific focus on the context of Uzbekistan. The study outlines the universal challenges in teaching writing, such as grammatical accuracy, lexical range, and textual coherence, and juxtaposes common global pedagogical strategies with the existing practices within the Uzbek educational system. Through a detailed analysis, the article proposes a diagnostic framework for identifying individual student difficulties and tailoring instructional methods accordingly. It argues that a systematic diagnostic approach, moving beyond traditional error correction to a more developmental model, is crucial for fostering competent and confident writers. The adaptation of this methodology for the Uzbek classroom, considering its unique cultural and curricular landscape, is a central theme, with practical recommendations provided for educators.

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