This article analyzes typology of multimedia-based speaking activities and their importance for both teachers and students. It demonstrates receptive-to-productive, productive-to-reactive and integrative-interactive speaking activities, which help instructors design appropriate tasks that correspond learners’ proficiency levels, learning styles, and instructional goals. The article explores how crucial it is to identify types of multimedia-based speaking activities and their didactic role in education.
| Mualliflar | Sharopov, Sherzod, Kudratova, Robiya, Шаропов, Шерзод, Кудратова, Робия, Sharopov, Sherzod, Qudratova, Robiya |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-01-25 |
| Jild | 7 |
| Son | 1/S |
| Betlar | 584-590 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol7-iss1/s-pp584-590 |
DOI: 10.47689/2181-1415-vol7-iss1/s-pp584-590 · Maqolaning asl sahifasi
типология, речевая продукция, лингвистическое развитие, коммуникативная направленность, рецептивный, продуктивный, интегративный, реактивный, взаимодействие модальностей, typology, speaking output, linguistic progression, communicative orientation, receptive, productive, integrative, reactive, modality interaction, tipologiya, gapirish mahsuli, lingvistik taraqqiyot, kommunikativ yo‘naltirilganlik, receptiv, produktiv, integrativ, reaktiv, modalitetlararo o‘zaro ta’sir
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