This study explores pre-service English teachers’ perceptions and self-assessed competence in communication within the context of teacher education. Using a descriptive quantitative research design and a survey of 21 participants, the research investigates their confidence, experiences, and training related to communicative competence. Findings indicate that while participants recognize communication as vital for effective language teaching, many feel underprepared to use English fluently and spontaneously in classroom settings. Limited opportunities for authentic communication practice were identified as a major challenge. The study suggests that teacher education programs should integrate structured, practice-oriented modules such as micro-teaching, peer collaboration, and reflective feedback to enhance communicative competence systematically. Strengthening these areas can improve future teachers’ confidence, classroom interaction skills, and ability to promote meaningful communication in language learning environments.
| Mualliflar | Khudayberganova, Madinabonu, Masharipova , Nargiza, Худайберганова, Мадинабону, Машарипова, Наргиза, Xudayberganova, Madinabonu, Masharipova , Nargiza |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-10-25 |
| Jild | 6 |
| Son | 10/S |
| Betlar | 337-343 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol6-iss10/s-pp337-343 |
DOI: 10.47689/2181-1415-vol6-iss10/s-pp337-343 · Maqolaning asl sahifasi
коммуникативная компетенция, будущие учителя, подготовка преподавателей, коммуникативные навыки, обучение языку, communicative competence, pre-service teachers, teacher education, communication skills, language teaching, kommunikativ kompetensiya, bo‘lajak o‘qituvchilar, o‘qituvchi tayyorlash, muloqot ko‘nikmalari, til o‘qitish
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