This article looks at how student-focused extracurricular class activities affect students' sociolinguistic growth. It examines the theoretical underpinnings of sociolinguistic competency and the features of planning extracurricular activities while keeping students' needs and interests in mind. According to the study, club activities built around a personality-oriented approach help students enhance their communication skills, broaden their sociolinguistic repertoire, and improve their capacity to modify their speech patterns in various social situations. The development of metalinguistic reflection, intercultural communicative skills, and the mechanisms of sociolinguistic variability production are given special focus. The results of the study reveal a favorable link between membership in student-oriented groups and the degree of sociolinguistic skills of pupils.

Extra-curricular activities, personality-oriented learning, communication competence

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