Integrating literature lessons to the mother tongue teaching subject

The article is aimed at developing the features of oral speech characterized by conversational style at literature lessons, in a way that differs from bookish (written) speech based on orthography norms, in a way that is characterized by the norms of orthography. It is dedicated to the issues of relying on the rules of pronunciation and spelling of a language phenomena studied together with the mother tongue teaching. The integration of literature to the mother tongue classes can also be connected with the development of oral speech. For example, in prose works, the characters of the work sometimes speak using colloquial language (in a manner that adheres to orthographic standards), and sometimes they speak in different dialects. However, it is outlined that through native language and literature lessons students should be introduced to the fact that deviations from the norms of the Uzbek literary language are needed to effectively portray describe the characters of the work, and in fact, everyone should try to speak and write in the literary language. In particular, students’ creative written works clearly show the interdisciplinary connection between literature and the mother tongue. Both in essays written in native language classes and in essays taken from literature, as well as spelling mistakes, text mistakes are also common. Work on such mistakes is mainly carried out by referring to them in native language classes or literature classes. In the analysis of artistic works in literature lessons, in the formation of literary and speech competences, it is important to give information about speech styles, especially those which have been taught in the mother tongue. The integration of two educational subjects also requires this. In literature classes, it is important to refer to the native language, especially the speech styles, in the analysis of the fiction work, in the formation of literary and speech competences.