This article analyzes the typology and methodological foundations of learner-centered independent tasks in English language education, emphasizing their importance in the independent work of students in language universities. Tasks are categorized as information-gap, opinion-gap, reasoning-gap, closed or open-ended, individual or collaborative, as well as pedagogical and real-world oriented. Methodological principles include authenticity, scaffolding, autonomy, clear guidance, collaboration, reflection, and multi-dimensional evaluation. These principles strengthen learners’ responsibility, motivation, and engagement, while redefining the teacher’s role as a facilitator. Findings highlight that well-designed learner-centered tasks develop language competence alongside critical thinking, self-regulation, and cooperation, supporting lifelong learning
| Mualliflar | Djurakulova, Diyora, Джуракулова, Диёра, Djurakulova, Diyora |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-06-25 |
| Jild | 3 |
| Son | 6/S |
| Betlar | 315-320 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol3-iss6/s-pp315-320 |
DOI: 10.47689/2181-3701-vol3-iss6/s-pp315-320 · Maqolaning asl sahifasi
личностно-ориентированный подход, самостоятельная работа, типология заданий, методология, обучение английскому языку, learner-centered approach, independent work, task typology, methodology, English language education, o‘quvchiga yo‘naltirilgan yondashuv, mustaqil ish, topshiriqlar tipologiyasi, metodika, ingliz tili ta’limi
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