The integration of learning tasks into the language education process plays a crucial role in effective language acquisition, development of communicative competence, and enhancement of student engagement. This article examines the theoretical foundations of task-based language teaching and presents a classification of various types of learning tasks, focusing on their characteristics and significance for curriculum design. A review of contemporary empirical research demonstrates the positive impact of tasks on language learning outcomes, emphasizing the importance of using authentic, purposeful, and cognitively challenging tasks. In conclusion, a strategy for incorporating learning tasks into the educational process is proposed to create a dynamic and relevant environment for language learning.
| Mualliflar | Gafarova, Shakhnoza, Гафарова, Шахноза, Ғафарова, Шахноза |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-03-15 |
| Jild | 3 |
| Son | 2 |
| Betlar | 39-43 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol3-iss2-pp39-43 |
DOI: 10.47689/2181-3701-vol3-iss2-pp39-43 · Maqolaning asl sahifasi
обучение языку на основе заданий, учебные задания, овладение языком, коммуникативная компетенция, проектирование учебной программы, вовлечённость учащихся, характеристики заданий, языковое образование, task-based language learning, learning tasks, language acquisition, communicative competence, curriculum design, student engagement, task characteristics, language education, топшириққа асосланган тил ўқитиш, ўқув топшириқлари, тилни эгаллаш, коммуникатив компетенция, ўқув дастурини лойиҳалаш, ўқувчиларнинг жалб этилиши, топшириқларнинг хусусиятлари, тил таълими
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