ORGANIZATION OF THE PROCESS OF USING 'LANGUAGE PORTFOLIO' TECHNOLOGIES IN TEACHING RUSSIAN
Keywords:
educational technologies, language portfolio, self-monitoring, self-assessment, reflection, pedagogical education.Abstract
This article analyzes models for training competitive, multilingual specialists in the global academic arena, where foreign language proficiency is considered a priority. It highlights how modern societal demands place new challenges on language teaching methodologies and discusses the role of UNESCO and the “Education 2030” framework in improving access to quality education and developing highly qualified professionals. The study emphasizes the importance of communicative competence, including linguistic, sociocultural, pragmatic, and discourse components, as well as the use of modern technologies in language teaching. The aim of the research is to improve the mechanisms of using the “Language Portfolio” technology in teaching Russian as a foreign language in pedagogical universities. The research involved 654 students from pedagogical institutions in Bukhara, Tashkent (named after Nizami), and Urgench. The results demonstrate the effectiveness of this technology in developing self-monitoring, self-assessment, and reflective skills.
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