This article explores various types of information gap activities (IGAs) and how they can be effectively implemented for university-level students. Grounded in the principles of Communicative Language Teaching (CLT) and supported by key research such as Long’s Interaction Hypothesis and Swain’s Output Hypothesis, the study emphasizes the value of IGAs in promoting active language use, critical thinking, and real-world communication. Different types of IGAs, including jigsaw activities, role plays, problem-solving tasks, and information exchange grids, are outlined with examples relevant to university contexts. The article also offers practical strategies for implementation, such as tailoring activities to specific academic disciplines, integrating technology, and scaffolding complexity. By engaging students in dynamic, authentic tasks that require meaningful language production, IGAs help students develop both language proficiency and subject-specific knowledge, preparing them for academic and professional success.
| Mualliflar | Adambaeva , Feruza |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2024-10-29 |
| Jild | 1 |
| Son | 1 |
| Betlar | 62-65 |
| Til | Rus |
Information Gap Activities (IGAs), Communicative Language Teaching (CLT), language acquisition, task-based learning, problem-solving tasks, collaborative learning, real-world communication
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