The present study investigates the effectiveness of a cumulative-function-based approach to language teaching in comparison with traditional instructional practices for developing the pragmatic competence of pre-service foreign language teachers. The findings reveal that participants exposed to cumulative-function-based instruction demonstrated significantly greater improvement in pragmatic awareness, sociocultural sensitivity, speech act realization, and contextually appropriate language use than those who received conventional instruction. The study suggests that the cumulative function of language enables learners to integrate linguistic, cultural, and experiential knowledge progressively, thereby fostering more authentic communicative competence.
| Mualliflar | Ochilova, Maftuna, Очилова , Мафтуна, Ochilova , Maftuna |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-06-25 |
| Jild | 4 |
| Son | 6/S |
| Betlar | 169-173 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol4-iss6/s-pp169-173 |
DOI: 10.47689/2181-3701-vol4-iss6/s-pp169-173 · Maqolaning asl sahifasi
прагматическая компетенция, кумулятивная функция языка, коммуникативная компетенция, подготовка учителей иностранных языков, обучение прагматике, методика преподавания языка, pragmatic competence, cumulative function of language, communicative competence, foreign language teacher education, pragmatics instruction, language pedagogy, pragmatik kompetensiya, tilning kumulyativ funksiyasi, kommunikativ kompetensiya, bo‘lajak chet tili o‘qituvchilarini tayyorlash, pragmatikani o‘qitish, til pedagogikasi
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