INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1375
LINGUISTIC AND METHODOLOGICAL CHARACTERISTICS OF EDUCATIONAL
TASKS IN DEVELOPING STUDENTS' COGNITIVE-PRAGMATIC COMPETENCIES
IN NATIVE LANGUAGE LESSONS
Ashirboyeva Nafisa Aminboyevna
Independent researcher of Tashkent state pedagogical university named after Nizami
Abstract:
This article analyzes the linguistic and methodological characteristics of educational
tasks in developing students' cognitive-pragmatic competencies in native language lessons. It
examines the uniqueness of textbooks, the formation of communication skills, and the views of
linguists, methodologists, pedagogical scientists, and psychologists on this issue. Additionally,
the author provides a personal perspective on the topic.
Key words:
native language lessons, educational material, educational tasks, exercises, norms of
the Uzbek literary language, information, textbooks, speech, linguistic, cognitive-pragmatic,
competencies, lexical meaning, text analysis.
In recent native language education, special attention is given to developing students' logical and
sequential thinking, reasoning, expressing thoughts, free expression of opinions, and cognitive-
pragmatic competence at a high level. From this perspective, it is essential to define the lexical
and conceptual meaning of the terms "task" and "exercise." According to the "Explanatory
Dictionary of the Uzbek Language," the lexical meaning of the term "task" is defined as follows:
"Task 1. A duty or responsibility assigned to someone. Government assignment. To give a task."
The term "exercise" is described as "a means of developing skills or abilities." A task functions
like a special mechanism that embeds information into a person's memory. It has a guiding
nature, encouraging students to think, work independently, and enhance their consciousness and
intellect.
Today, exercises and tasks are an essential and integral part of "Native Language" textbooks.
Theoretical information, such as grammatical rules, helps students gain knowledge and
understanding of a particular topic. The educational content primarily aims to develop the skills
and competencies that students are expected to acquire, mainly through exercises. In this context,
tasks serve to enrich students' knowledge.
Professor D.N. Yuldasheva's textbook "Methodology of Teaching the Uzbek Language (Based
on a Cognitive-Pragmatic Approach)" includes engaging, non-standard tasks, game-based tasks,
educational tasks, creative and creative-practical tasks that have been implemented in practice.
The cognitive-pragmatic teaching method, aimed at shaping creative thinkers, requires teachers
to go beyond the textbook as much as possible and utilize a system of related topics and
educational tasks in line with the planned curriculum.
According to S.V. Zayeskova, educational tasks and exercises form the "extra-textual
component" of a textbook’s structure. Working on educational tasks is one of the contextual
learning processes. "Current curricula and textbooks should encourage students to conduct
independent research in accordance with the objectives of native language education. In this
context, the most crucial part of a textbook should not be the theoretical knowledge base but
rather educational tasks that teach students how to effectively and appropriately use the limitless
possibilities of their native language. The goal of native language education in schools is not to
train linguists but to develop individuals with creative thinking who can effectively utilize the
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1376
language. Therefore, educational tasks can only be considered effective if they successfully
encourage students to engage in independent inquiry."
In recent years, textbooks designed according to international standards and modernized in terms
of content have been introduced into educational practice. The newly developed 6th-grade
Native Language textbook aligns with cognitive development, consistent speech skills, and the
continuous growth of thinking abilities. It is structured considering the psychological and
physiological characteristics of 6th-grade students. The textbook meets didactic-methodological
requirements based on its logical and structural components, maintains the unity of theory-text-
thinking-idea in educational materials, integrates interdisciplinary connections, and reflects
contemporary achievements in science, technology, and innovation.
Additionally, this textbook incorporates various texts and images, serving as essential
educational tools in developing students' speech and pragmatic skills. The 6th-grade Native
Language textbook, authored by I. Azimova, K. Mavlonova, S. Quronov, Sh. Tursun, N.
Hakimova, and M. Siddiqov, begins with the topic “Language as a Means of Communication.”
The textbook emphasizes the development of students' oral and written literacy, linguistic
competencies, and information-processing skills. It also focuses on structuring official
documents in the state language, enhancing cognitive abilities through pictures and texts,
engaging in discussions based on question-based tasks, and improving communication skills.
Under the section titled “Hospital,” students are prompted to observe images and answer the
following questions:
1. What comes to mind when you think of a hospital?
2. Which doctor's consultation have you visited?
3. What are the names of the rooms where patients are received in a hospital? What words and
phrases are most commonly used during a doctor's consultation.
The next task involves defining medical terms based on images:
Pediatrician – a children's doctor
Ophthalmologist – an eye specialist
Neurologist – a specialist in central and peripheral nervous system diseases
Dentist – a specialist in dental health
Surgeon – a doctor performing surgical procedures
Dermatologist – a skin disease specialist
Endocrinologist – a specialist in thyroid disorders
ENT (Otolaryngologist) – a specialist in ear, nose, and throat diseases
This task helps students correctly place stress in medical terms, pronounce them accurately, and
expand their knowledge of different medical professions. Since most 6th-grade students may not
be familiar with these terms, assigning this task as homework is recommended. Meanwhile, in
class, pronunciation-based exercises related to these words would be valuable.
A key part of this lesson involves discussing the communication between doctors and patients.
What phrases are commonly used in doctor-patient conversations?
What is bothering you?
Where does it hurt?
Have you had this pain before?
What medications have you taken?
Have you undergone any diagnostic tests?
Such questions help diagnose illnesses more accurately. Communication plays a crucial role in
the doctor-patient relationship. For patients, having strong communication skills is essential for
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1377
addressing health concerns. This includes conversing with doctors, expressing concerns, and
understanding the psychological aspects of the consultation.
Medical professionals must possess the ability to overcome various challenges they encounter
daily. The psychology of doctor-patient communication is based on establishing trust and
ensuring effective treatment. A positive doctor-patient relationship improves treatment outcomes
while reducing side effects and complications. Therefore, proper communication in medical
practice is vital for successful patient care.
A doctor gains the moral right to communicate with a patient only after studying the patient’s
probable diagnosis, personality, profession, social conditions, intellectual level, worldview,
knowledge level, and external psychological characteristics, as well as mentally preparing for the
conversation.
According to V.N. Komissarov, three types of pragmatic relations are involved in speech
communication. The first type concerns the source of information (the speaker or writer) and
includes the speaker’s intention, personal attitude towards the conveyed information, and the
intended effect on the recipient.
The second type of pragmatic relation is expressed within the text itself (ideas or sentences) and
encompasses the pragmatic meaning conveyed by linguistic units.
The third type refers to the pragmatic relationship of the recipient (listener or reader) to the
information they perceive through the text. This relationship manifests in the process of
understanding the information and in the recipient’s attitude toward both the message and its
sender.
The interaction between the speaker and the interlocutor is based on cognitive processes that
involve analyzing information and clarifying abstract aspects. In the communication process,
alongside analytical functions, there is also a synthesis of worldly and cultural knowledge, as
well as the expression of opinions and attitudes.
References:
1. Abduqahhorova X.A. The Presentation and Content of Educational Tasks in Native
Language Lessons. Academic Research in Educational Sciences, Volume 3 | Issue 5 | 2022. -
240 pages.
2. Zaeskova S.V. Extratextual Components in the Structure of a Russian Language Textbook.
Problems of Applied Linguistics. Seminar Materials. Part I – Penza, 1999. – pp. 94-96.
3. Mavlonova K.M. et al. Native Language [Text]: Textbook for 6th Grade. – Tashkent:
Republican Education Center, 2022. – 224 pages.
4. Komissarov V.N. Modern Translation Studies. – Moscow: ETS, 2004. – p. 226.
5. Olimjonova Z.B. The Psychology of Doctor-Patient Communication. Tashkent Medical
Academy Integration of Science, Education, and Practice in Modern Psychology and
Pedagogy: Problems and Solutions, Volume 4 | TMA Conference | 2023. – 826 pages.
6. Hamroev G‘.H. Linguodidactic Features of Improving Educational Tasks in Native
Language Teaching. Education and Innovative Research (2021, No.3). – pp. 23-26.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1378
7. Yuldasheva D.N. Methodology of Teaching the Uzbek Language (Based on a Cognitive-
Pragmatic Approach) [Text]: Textbook. – Bukhara: ООО "Sadriddin Salim Buxoriy"
Durdona Publishing House, 2021. – 174 pages.
8. Shoyzakova, H., & Abduvaliyeva, D. (2024). DEVELOPMENT OF CREATIVE
INTELLECTUAL COMPETENCE IN FUTURE PHYSICS TEACHERS. Modern Science
and Research, 3(1), 508-512.
