ADJUSTING TO USE TEACHING METHODOLOGIES BASED COGNITIVE COMPETENCE OF PHILOLOGIST STUDENTS IN TEACHING ENGLISH IN UZBEKISTAN
Abstract
This thesis examines the enhancement of cognitive competence in philological students when teaching English in the Republic of Uzbekistan through four distinct learning styles: concrete, analytical, communicative, and authority-oriented. Grounded in Knowles' (1972) framework on learning styles, the study evaluates the effectiveness of these approaches in fostering linguistic and pedagogical proficiency. Practical recommendations are provided for educators to tailor their methods based on learner needs and contexts.
References
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals.
Hymes, D. H. (1972). "On Communicative Competence" in Sociolinguistics.
Knowles, M. S. (1972). The Modern Practice of Adult Education: Andragogy versus Pedagogy.
Cook, V. (2001). Second language learning and language teaching (3rd edn.): New York: Oxford University Press, Inc.
O'Malley, J.M. & A.U.Chamot (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. [30] Oxford, R.L. (2003).
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