INTEGRATIVE APPROACHES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
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Abstract
bstract: This article provides a scientific analysis of the
theoretical and methodological foundations, key models, and pedagogical
effectiveness of integrative approaches in foreign language teaching,
with a particular focus on English. Content-Based Instruction (CBI),
Task-Based Language Teaching (TBLT), Content and Language
Integrated Learning (CLIL), and approaches rooted in the Theory of
Multiple Intelligences are examined comparatively. The study
demonstrates the superiority of integrative approaches in developing
communicative competence, enhancing learning motivation, and forming
interdisciplinary knowledge. The prospects and challenges of
implementing these approaches within the Uzbekistan education system
are also discussed.
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