This article is dedicated to the theoretical foundations and practical application of the learner-centered approach in teaching foreign languages to non-philological university students. The learner-centered approach ensures that the teaching process takes into account students' individual needs, knowledge levels, and interests. The key principles of this approach include individualization, differentiation, and education based on activity and motivation. The article analyzes the characteristics of the language learning process for non-philological students, including the use of professionally-oriented materials and the importance of an application-oriented approach. Additionally, methods to improve the effectiveness of education, such as adapting educational materials, using interactive teaching methods, and developing students' independent learning activities, are discussed. The learner-centered approach helps to organize the language learning process according to each student’s unique learning style and pace, making the learning experience more effective and engaging. The article also highlights the impact of this approach on educational system changes, increasing students' motivation for learning, and the new methods and practices in teaching foreign languages at non-philological faculties.
| Mualliflar | Sattorova , Saodat |
|---|---|
| Jurnal | Lingvospektr |
| Nashriyot | Ўзбекистон давлат жаҳон тиллари университети, “Modern Scientific Research” MChJ |
| ISSN | 3060-4958 |
| Nashr sanasi | 2024-12-10 |
| Jild | 3 |
| Son | 1 |
| Til | Ingliz |
| Ilmiy soha | Pedagogika |
| Indeksga qo‘shilgan | 2026-08-29 |
индивидуально ориентированный подход, обучение, основанное на индивидуальных потребностях, уровнях знаний, интересах, индивидуализация, дифференциация, активность и мотивация, shaxsga yo‘naltirilgan yondashuv, individual ehtiyojlari, bilim darajalari, qiziqishlarini hisobga olib, individualizatsiya, differentsiatsiya, faollik va motivatsiyaga asoslangan ta’lim, person-oriented approach, education based on individual needs, knowledge levels, interests, individualization, differentiation, activity and motivation
| APA | Sattorova , Saodat (2024). Person-oriented approach in teaching foreign languages to non-philology students. Lingvospektr, 3(1). https://lingvospektr.uz/index.php/lngsp/article/view/164 |
|---|---|
| GOST (OAK) | Sattorova , Saodat Person-oriented approach in teaching foreign languages to non-philology students // Lingvospektr. – 2024. – T. 3, № 1. |
| MLA | Sattorova , Saodat. “Person-oriented approach in teaching foreign languages to non-philology students.” Lingvospektr, 3(1), 2024. https://lingvospektr.uz/index.php/lngsp/article/view/164 |
| Chicago | Sattorova , Saodat. “Person-oriented approach in teaching foreign languages to non-philology students.” Lingvospektr, 3(1) (2024). https://lingvospektr.uz/index.php/lngsp/article/view/164 |
| Harvard | Sattorova , Saodat (2024) ‘Person-oriented approach in teaching foreign languages to non-philology students’, Lingvospektr, 3(1). https://lingvospektr.uz/index.php/lngsp/article/view/164 |
| BibTeX | @article{sattorovasaodat2024,
title = {Person-oriented approach in teaching foreign languages to non-philology students},
author = {Sattorova , Saodat},
journal = {Lingvospektr},
year = {2024},
volume = {3},
number = {1},
url = {https://lingvospektr.uz/index.php/lngsp/article/view/164}
} |
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