DEVELOPING COMMUNICATIVE COMPETENCE THROUGH UZBEK LITERATURE IN HIGHER EDUCATION

Abstract

This study investigates the development of communicative competence through the teaching of Uzbek literature in higher education within the context of global educational transformation. While literature courses have traditionally emphasized textual analysis and historical interpretation, contemporary global standards require a shift toward competency-based and communication-oriented pedagogy (Richards, 2006). Drawing on the theoretical foundations of communicative competence (Hymes, 1972) and discourse-based learning (Gee, 2014), the study proposes an integrative pedagogical model that incorporates cognitive, communicative, cultural, and reflective dimensions. The research employs a qualitative design, including theoretical analysis, comparative review of international pedagogical frameworks, and modeling methods. The proposed model is aligned with learner-centered and competence-based approaches, integrating interactive strategies such as dialogic learning, discourse analysis, and collaborative tasks (Byram, 1997). Particular attention is given to the role of literary texts as authentic communicative resources that foster intercultural awareness and critical thinking (Kramsch, 1993).

References

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