This article analysis the adaptation of learner-centered education and examines how university teachers have implemented it in second language teaching since launching an educational shift embodied in the learner-centered in military classes. More importantly, the analysis of qualitative interview results outlines a “contextualized” framework that takes into account the conceptual nature of the global premises of Learner-centered education by linking them to teachers’ perceptions and practices in a particular context.
| Mualliflar | Назокат ФАЙЗУЛЛАЕВА |
|---|---|
| Jurnal | Ўзбекистон Миллий университети хабарлари |
| Nashr sanasi | 2024-04-13 |
| Jild | 1 |
| Son | 1.4 |
| Betlar | 220-223 |
| Til | Rus |
| DOI | 10.69617/nuuz.v1i1.4.2049 |
DOI: 10.69617/nuuz.v1i1.4.2049 · Maqolaning asl sahifasi
Key words: Student centered approach, English language teaching, teacher education, instructed second language development, : Личностно-ориентированный подход, преподавание английского языка, педагогическое образование, обучение второму языку, Yo’naltirilgan ta’lim yondashuvi, ingliz tilini o'qitish, o'qituvchi ta'limi, ikkinchi tilni rivojlantirish.
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