PRINCIPLES FOR DETERMINING INTERLEVEL GRAMMATICAL MINIMUMS IN TEACHING UZBEK TO ENGLISH SPEAKERS
Keywords:
interlevel grammatical minimum, competence, communicative approach, functional-semantic approach, comparative linguistic analysis, language interference, CEFR levelsAbstract
This article is devoted to developing the scientific and methodological foundations for determining interlevel grammatical minimums in teaching Uzbek to English-speaking learners. The relevance of the study is determined by the growing interest in learning Uzbek as a foreign language and the need to create effective methodological models that ensure the gradual development of learners’ grammatical competence in accordance with the CEFR proficiency levels. Although linguodidactic research in the field of foreign language teaching has been developing rapidly, the issue of scientifically selecting and distributing Uzbek grammatical material across proficiency levels remains insufficiently explored.
The article analyzes the factors influencing the acquisition of Uzbek grammar by English-speaking learners. The author substantiates the importance of the functional-semantic approach in the selection of grammatical material. A model for the gradual acquisition of grammatical structures is proposed, ranging from basic communicative means at the A1 level to complex syntactic and pragmatic constructions at the B2–C1 levels.
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