LINGUODIDACTIC AND METHODOLOGICAL ASPECTS OF FOREIGN LANGUAGE TEACHING IN SECONDARY SCHOOLS

Abstract

This study examines the linguodidactic and methodological aspects of foreign language teaching in secondary schools, especially Grades 10 and 11. It uses theoretical, descriptive, comparative, and methodological analysis of Uzbekistan's national curriculum, the Common European Framework of Reference for Languages (CEFR), and selected scholarship. The analysis shows that communicative competence depends on integrating the four language skills, sequencing practice from controlled to free use, teaching grammar and vocabulary through communicative functions, and adjusting tasks to learners' needs. The study is not experimental and reports no new statistical findings. It concludes that objectives, content, tasks, feedback, and assessment should form a coherent system that moves learners from linguistic knowledge to independent and contextually appropriate communication.