Типология и методологические принципы разработки самостоятельных заданий в контексте личностно-ориентированного обучения

Диёра Джуракулова

doi:10.47689/2181-3701-vol3-iss6/S-pp315-320

Diyora Djurakulova PhD student, Samarkand State Institute of Foreign Languages

DOI

https://doi.org/10.47689/2181-3701-vol3-iss6/S-pp315-320

Keywords

learner-centered approach , independent work , task typology , methodology , English language education

Abstract

This article analyzes the typology and methodological foundations of learner-centered independent tasks in English language education, emphasizing their importance in the independent work of students in language universities. Tasks are categorized as information-gap, opinion-gap, reasoning-gap, closed or open-ended, individual or collaborative, as well as pedagogical and real-world oriented. Methodological principles include authenticity, scaffolding, autonomy, clear guidance, collaboration, reflection, and multi-dimensional evaluation. These principles strengthen learners’ responsibility, motivation, and engagement, while redefining the teacher’s role as a facilitator. Findings highlight that well-designed learner-centered tasks develop language competence alongside critical thinking, self-regulation, and cooperation, supporting lifelong learning

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Published

2025-06-25

How to Cite

Djurakulova, D. 2025. Typology and methodological principles for developing independent tasks in the context of student-centered learning. Foreign Linguistics and Lingvodidactics. 3, 6/S (Jun. 2025), 315–320. DOI:https://doi.org/10.47689/2181-3701-vol3-iss6/S-pp315-320.