This article is devoted to modern approaches to teaching Dutch as a second foreign language to university students. The communicative approach, task-based learning, the dynamic (usage-based) approach, and content and language integrated learning (CLIL/LOCT) are analyzed. Examples of exercises and curriculum design are provided, along with a comparative analysis of the methods and their impact on language proficiency and learner motivation. The study demonstrates that the combination of authentic communication, work with real-life materials, and consideration of students’ individual needs leads to higher learning outcomes. The article also emphasizes that contemporary requirements for future teachers include a high level of methodological and communicative competence. Conclusions are drawn about the necessity of integrating grammatical and communicative techniques in designing NT2 courses.
| Mualliflar | Редактор, Главный |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2026-03-06 |
| Jild | 2 |
| Son | 1 |
| Betlar | 338-343 |
| Til | Ingliz |
Niderland tili, ikkinchi xorijiy til, o‘qitish metodikasi, kommunikativ yondashuv, CLIL, motivatsiya
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