THE ASPECTS OF IMPROVING STUDENTS' COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH TO KARAKALPAK GROUPS OF ACADEMIC LYCEUMS
Keywords:
communicative competence, English language teaching, Karakalpak students, academic lyceums, task-based language teaching (TBLT), language learning challenges, multilingual educationAbstract
This article explores effective strategies for enhancing the communicative competence of Karakalpak students learning English at academic lyceums. This study investigates the key components of communicative competence—grammatical, sociolinguistic, discourse, and strategic—and their relevance in language acquisition. It further identifies obstacles specific to Karakalpak students, such as linguistic differences, limited real-life communication opportunities, and the prevalence of language anxiety. Through a review of contemporary pedagogical methods, the article suggests practical solutions, including task-based language teaching, interactive activities, and the use of digital tools to create a more immersive learning experience. Additionally, the role of teachers in fostering a supportive, communication-focused environment and providing constructive feedback is emphasized.
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