Raqamli vositalar yordamida talabalarning muloqot madaniyatini rivojlantirish .

This article provides a comprehensive analysis of anthropological factors affecting the development of speech abilities. Within the framework of pedagogical anthropology, the interaction of biological-neuropsychological, psycholinguistic, socio-cultural and didactic layers is theoretically substantiated and how these factors affect speech fluency, accuracy and pragmatic adaptation is highlighted. The methods section provides a comparative analysis of classical (Ushinsky) and modern (Vygotsky, Bronfenbrenner, Bernstein, Tomasello, Bruner) theories and linguodidactical approaches (dialogical teaching, translanguaging, multimodal learning). The results section presents examples of observation and practical experience in methodological packages used in different educational environments (primary, secondary, higher): prosody and diction exercises, discursive activities (story, debate, project), lexical-semantic expansion, self-assessment using digital tools. The discussion discusses the advantages of anthropological interlayer integration, language ecology and educational chronotope, as well as ethical issues. The conclusion proposes a multi-layered model of speech development and gives recommendations for its implementation.