BO‘LAJAK INGLIZ TILI O‘QITUVCHILARINING KOMMUNIKATIV KOMPETENSIYASINI PRAGMATIK TAHLIL VOSITASIDA RIVOJLANTIRISHDA METODIK MASHQLARNING O‘RNI

Abstract

Annotatsiya. Mazkur maqolada bo‘lajak ingliz tili o‘qituvchilarining kommunikativ kompetensiyasini pragmatik tahlil vositasida rivojlantirishda metodik mashqlarning o‘rni nazariy-metodik jihatdan asoslanadi. Tadqiqotda kommunikativ va pragmatik kompetensiya tushunchalarining o‘zaro aloqasi, nutqning kontekstga mosligi, nutq aktlari, ijtimoiy masofa, kommunikativ maqsad, xushmuomalalik va pragmalingvistik vositalardan foydalanish masalalari yoritiladi. IMRAD talablari asosida tashkil etilgan maqolada tahliliy, qiyosiy, modellashtirish va pedagogik loyihalash metodlaridan foydalanildi. Natijada bo‘lajak o‘qituvchilar uchun vaziyatli, tahliliy, transformatsion, dialogik, rolga asoslangan va refleksiv metodik mashqlardan iborat tizim taklif etildi. Mashqlarni oddiy shaklni takrorlashdan ko‘ra, “kontekstni anglash – pragmatik maqsadni aniqlash – variantlarni qiyoslash – nutqni ishlab chiqish – refleksiya” ketma-ketligida tashkil etish maqsadga muvofiqligi asoslandi. Maqola natijalari ingliz tili o‘qituvchilarini kasbiy tayyorlash, amaliy mashg‘ulotlar va kommunikativ yo‘nalishdagi o‘quv-metodik materiallarni ishlab chiqishda qo‘llanishi mumkin. Abstract. This article theoretically and methodologically substantiates the role of methodological exercises in developing the communicative competence of prospective English language teachers through pragmatic analysis. The study examines the relationship between communicative and pragmatic competence, contextual appropriateness, speech acts, social distance, communicative intentions, politeness, and pragmalinguistic choices. Following the IMRAD structure, analytical, comparative, modelling, and pedagogical design methods were applied. A system of situational, analytical, transformational, dialogic, role-play, and reflective exercises is proposed. The article argues that exercises should be organized as a sequence of identifying the context, determining the pragmatic intention, comparing alternatives, producing an utterance, and reflecting on its appropriateness. The findings may be useful for teacher education, practical English courses, and the design of communicative and pragmatics-oriented teaching materials.