This article analyzes the pedagogical and psychological foundations of developing academic writing skills among prospective English language teachers. The study employed theoretical analysis of literature, comparative‑analytical methods, psychological‑pedagogical analysis, and systematization of data. The results demonstrated that academic writing is distinguished by its structured organization, scientific style, analytical approach, and cognitive orientation. It was also found that academic writing enhances students’ critical thinking, metacognitive strategies, independent research skills, and communicative competence. The study confirms that the effective formation of academic writing skills requires an integrative approach that combines national and international experiences. This article contributes to improving the scientific and professional training of future English language teachers.
| Mualliflar | Muydinov, Mansurjon, Муйдинов, Мансуржон, Muydinov, Mansurjon |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-07-15 |
| Jild | 3 |
| Son | 4 |
| Betlar | 52-61 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol3-iss4-pp52-61 |
DOI: 10.47689/2181-3701-vol3-iss4-pp52-61 · Maqolaning asl sahifasi
академическое письмо, педагогико‑психологические основы, когнитивные стратегии, критическое мышление, сравнительно‑аналитический подход, коммуникативная компетенция, подготовка будущих учителей, academic writing, pedagogical and psychological foundations, cognitive strategies, critical thinking, comparative‑analytical approach, communicative competence, training of future teachers, akademik yozuv, pedagogik va psixologik asoslar, kognitiv strategiyalar, tanqidiy tafakkur, qiyosiy‑tahliliy yondashuv, kommunikativ kompetensiya, bo‘lajak o‘qituvchilarni tayyorlash
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