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PRINCIPLES AND TECHNOLOGIES FOR DEVELOPING STUDENTS' COGNITIVE
COMPETENCE
Tursunoy Yusupova
Tashkent State University of Uzbek Language and Literature named after Alisher Navoi
Department of Uzbek Language and Literature Education
Associate Professor, Candidate of Pedagogical Sciences
Abstract:
This article addresses the issue of principles and technologies for the formation of
cognitive competence in students in native language education. That is, when it comes to the
principles of the formation of cognitive competence in students, attention is first paid to scientific
research conducted on the linguistic, psycholinguistic, methodological principles of communicative-
cognitive methods, which have taken their place in national and world methodologies based on the
communicative approach, the competency approach, and the national and international
methodologies formed on their basis.
Recommendations are made about the preparatory process, which includes types such as imitation
exercises, transformation exercises, and communication exercises aimed at building cognitive
competence in students in native language education.
Keywords:
cognitive competence, communicative approach, competency-based approach,
communicative-cognitive methods, linguistic, psycholinguistic, methodological principles, imitation
exercises, transformational exercises, communication exercises.
Annotation:
In this article, the issue of principles and technologies of cognitive competence of
students in mother tongue education was mentioned. That is, when it comes to the principles of
forming students' cognitive competence, first of all, attention was paid to the scientific research
conducted on the study of linguistic, psycholinguistic, methodological principles of communicative-
cognitive methods, which have their place in the basis of them, and an analytical attitude was
expressed.
Recommendations are given about the preparation process, which includes imitation exercises,
transformational exercises, and communication exercises aimed at forming the cognitive
competence of students in mother tongue education.
Keywords:
cognitive
competence,
communicative
approach,
competence
approach,
communicative-cognitive, methods, linguistic, psycholinguistic, methodological principles,
imitation exercises, transformation exercises, communication exercises.
The main goal of teaching a native language is to educate a communicator who can actively
communicate in social life in a multilingual and multicultural environment. The communicative
competence of a student includes psychological, didactic and methodological processes, such as the
formation of cognitive competence, which is its main mechanism. In-depth study of the issue of
working on the basis of awareness, demonstrativeness and other didactic principles in the formation
of students' cognitive competence in the process of teaching a native language is important for
improving the quality and effectiveness of education.
In the world experience, it is becoming increasingly important to improve the knowledge, skills and
qualifications of teachers in their native language and foreign languages, introducing advanced
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teaching methods in an information and communication technology environment, and to apply the
latest advances in technology to the educational process.
Scientific research is being conducted in our country, as well as in a number of foreign countries,
including a number of universities in Russia, the USA, and Great Britain, on various problems of
competence, communicative competence, cognitive linguistics, cognitive psychology, and cognitive
methodology in the process of teaching the native language and in world practice, on technologies,
methods, and approaches to the formation of cognitive trends (strategies) in the native language and
other foreign languages
Scientific research on the study of the linguistic, psycholinguistic, and methodological principles of
communicative-cognitive methods, which are based on the communicative approach, the
competency approach, and the communicative-cognitive methods that have taken their place in
world methodology, can be cited by the works of M. Canale, M. Swain, W. Littewood, E. I. Passov,
M. Z. Biboletova, N. B. Galskova, and others. Although cognitive competence, its content, and
teaching problems have not been studied in depth methodologically, it can be noted that J. Bruner, D.
Auzubel, J. Vygotsky, I. Zimnyaya, M. A. Holodnaya conducted scientific research in the field of
cognitive psychology and cognitivism, and V. A. Maslova, A. V. Shchepilova, and Sh. S. Safarov
conducted scientific research in cognitive linguistics.
The results of the study of scientific, didactic, psychological and methodological literature on the
principles and technologies of forming students' cognitive competence in mother tongue education,
as well as local and foreign experience, showed that in recent years, in all educational institutions of
the world and in various educational settings, mainly communicative, person-oriented, differentiated,
individualized, integrated, activity-oriented, competency-based, cognitive approaches have been
used in language teaching and learning. Accordingly, the goal of education was determined as the
Canale, M., & Swain, M. 1980. Theoretical Bases of Communicative Approaches to
Second Language Teaching and Testing. Applied Linguistics, 1, 1-47; W. Littlewood. 1981.
Communicative Language Teaching: An Introduction. Cambridge : Cambridge University Press .;
Passov E.I. Basic method of training in foreign language. - M.: 1987. - 214 p.; Biboletova M.Z.,
Bim I.L., shchepilova A.V., Kopylova V.V. Inostrannyi yazyk v sisteme shkolnogo
filologicheskogo obrazovaniya (concept) / Inostrannye yazyki v shkole. – 2009. No. 1. – S. 4-8;
Galskova N.D. Teoriya obucheniya inostrannym yazykam. Linguistics and methodology. - M.: 2007.
- 336 p. 6 Bruner J. S. In search of Mind , L. N. Y. , 1983; Ausubel , D. , Novak , J. , &
Hanesian , H. 1978. Educational Psychology: A Cognitive View (2nd ed.). New York: Holt,
Rinehart & Winston; Flavell JH Metacognitive Aspects of Problem Solving // The Nature of
Intelligence. Hillsdale / ed. by LB Resnick. NY, 1976; Vygotsky L.S. Voprosy detskoy psychologii.
- M.: Perspektiva, 2018. - 224 p.; Zimnyaya I.A. Pedagogical psychology. M.: Logos, 1999. – 268 p.;
Kholodnaya M. A. Cognitive psychology. Cognitive style: uchebnoe posobie dlya bacheloriata i
magistratury / M. A. Cold. 3-e izd. - M.: Yurayt, 2019. - 309 p. 7 Maslova V.A. Cognitive
linguistics. - Minsk. 2004. shchepilova A.V. Communicative-cognitive approach to learning French
and foreign languages. - Moscow: GOMTs "Shkolnaya kniga", 2003. - 488 p.; Safarov Sh.S.
"Cognitive Linguistics" - T.; 2006. – B. 17-25. Djusupov M. Russian and English language in the
system of school polylingual education in Uzbekistan // Russian language for rubejom / special
edition. 2017. - S. 50-57. Makhkamova GT Methodology of Teaching Special Subjects. Tashkent:
"Tamaddun". 2017. 276 p. Karaeva K. N. «On the didactic basis of foreign language teaching»
« Economics and society » No. 10 (77). 2020. www.iupr.ru.
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formation, development and improvement of communicative competence, consisting of various
competencies, namely linguistic, speech strategic, pragmatic, linguocultural, social, cultural and
other competencies, and the organization of current activities was determined accordingly.
A review of the literature shows that the cognitive competence of students in grades 5-6 of general
secondary schools, its content, structure, and formation have not been studied in depth from a
methodological point of view. It is necessary to methodically study this issue, relying on scientific
research conducted in the fields of cognitive psychology, cognitive linguistics, and cognitivism, and
on the opinions of scientists.
Cognitive competence is the internal mechanism of communicative competence, which is based on a
system of cognitive-conscious strategies, including goals, motives, analysis, generalization,
comparison, linguistic comprehension, use of language experience, independent critical, creative
thinking, memorization, conclusion, etc.
In order to form students' cognitive competence, it is necessary to develop a system of exercises. For
this, it is necessary to study and analyze various exercise systems used in teaching the native
language. That is, the following exercise system can be recommended:
1.
Imitation exercises.
2.
Transformational exercises.
3.
Communication exercises.
This type of exercise is aimed at the goal that needs to be formed, that is, it serves to gradually form
students' cognitive competence based on awareness, demonstrativeness, consistency, coherence, and
other pedagogical and linguodidactic principles.
At this point, we considered it necessary to explain and explain the content and purpose of these
types of exercises:
The content and purpose of imitation exercises are aimed
at strengthening the student's
memory through repetition and imitation, ensuring concentration, perception, remembering by using
all analyzers (multisensors), creating a language environment, and restoring internal motivation.
The content and purpose of transformational exercises
are aimed at forming the main
strategies of cognitive competence, and are designed to teach analysis and generalization,
comparison, comparison, expansion of working memory, enrichment of permanent memory, and
understanding based on acquired experience.
The content and purpose of communication exercises
are designed to develop
independent, creative, logical, critical thinking and creativity.
We know well that when developing a system of salaries aimed at the formation of communicative
and cognitive competence of students, it is necessary to analyze, first of all, the state educational
standard (SES), program, textbook and educational process. In this case, the main attention is paid
to the state of the educational materials in the native (Uzbek) language, that is, the curriculum,
textbook, teacher's book, multimedia tools. In this case, the textbook serves as the main tool for the
formation of communicative and cognitive competence of students. The next issue is the formation
of cognitive competence of students. The reason for the choice of the 5th grade was that it was
associated with their transition from primary education to secondary general education. It is
determined as the first step in organizing this systematically in grades 6-11 of secondary education.
The purpose of studying and analyzing the 5th grade "Mother Tongue" textbooks and the learning
process is, first of all, to help determine the main task of determining what practical work should be
carried out in the formation of cognitive competence using the principles of mindfulness and
demonstrativeness and what practical recommendations should be developed.
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An analysis of the 5th grade “Mother Tongue” textbook showed that the requirements for the
formation of reading comprehension, listening comprehension, speaking, reading, and writing
competencies in it were implemented on the basis of the National Program for Mother Tongue. This
implies the main goal of teaching the subject of mother tongue, namely, to develop a literate person
who can express his/her thoughts competently in oral and written form; has a developed culture of
speech and communication; is independent, creative and critical thinker; can effectively use the
wide possibilities of the mother tongue; adheres to the norms of the literary language; has a
developed culture of speech and communication; has the skills of the 21st century.
Therefore, the work to be done should be aimed at developing the following 4 components:
Therefore, the content of exercises for the formation of cognitive competence in students in native
language lessons is to increase internal motivation and activity in the student; teach analysis and
generalization; use deductive and inductive methods; teach comparison, comparison, and
comparison; use language experience to acquire new ones; use memory retention methods; teach the
use of tools such as textbooks, dictionaries, drawings, graphs, organizers; teach independent,
creative, critical thinking, understanding, and imagination.
Now we will try to expand our ideas about giving examples of imitative, transformational, and
communicative exercises, and in doing so, we will focus on aspects such as ensuring the student's
concentration and perception; expanding operational memory, enriching permanent memory,
teaching them to understand based on acquired experience; and forming independent, creative,
logical, critical thinking and creativity .
Exercise.
In this case, you will need to show them a picture. We took the following exercise from
the 5th grade "Mother Language" textbook as an example.
1. tinglab tushunish (eshitilgan va eshittirilgan nutqni, tinglangan
matndagi asosiy axborotni, dolzarb mavzulardagi radio va teledasturlarni
tushunish).2. gapirish (monologik, dialogik ogʻzaki nutq turlarida oʻz shaxsiy
qarashlari va fikrlarini bildirish, mavzu doirasida taqdimot qila olish
koʻnikmalarini rivojlantirish).
3. oʻqish: mavzuga oid materiallarni, adabiy-badiiy matnlarni,
ommabop materiallarni (gazeta, hikoya, shaxsiy va elektron xatlarni) oʻqish.
4. yozish (diktant, bayon, insho yoza olish, ijodiy matnlar tuza olish,
rasmiy ish qogʻozlarini yuritishni bilish).
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It is necessary to organize a conversation with students about the country they live in based on the
picture.
Question 1 in this case
allows you to fully use the picture, that is, it uses the opportunity to
give an answer about each region and its capital.
Question 2
allows the student to use his personal
knowledge. This greatly helps to increase the student's activity.
Question 3
, as a continuation of
this goal, serves to increase both the student's activity and cognitive-pragmatic abilities. We tried to
develop a methodology for using the conceptual map taken from the 5th grade "Mother Language"
textbook in conjunction with a three-stage system of imitation, transformation and communication
exercises, taking into account the achievements in the process of teaching the mother tongue. In
addition, mathematical calculation exercises and intellectual mnemonics that sharpen the mind were
also included in the exercises. In this case, it is necessary to expand the system of questions as
follows. The following type of work can be used:
a)
Those who can quickly answer questions and complete practical tasks are taught the need to
mark
"Yes"
or
"No" and are given time.
b)
Then the work proceeds to stage 2. In this stage, students answer each question orally
independently.
c)
In stage 3, assignments are completed. The result of this is likely to be in the form of various
drawings, essays, visual statements, and even interviews.
Questions for students to answer and assignments for practical
work
Yes,
+
No
-
a)
Questions:
Question 1: How many republics are there in Uzbekistan?
Question 2: Did you know that the Republic of Uzbekistan
consists of one republic and 12 regions?
Question 3: The largest region in Uzbekistan is Tashkent region. Is
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this true?
Note: It is also possible to multiply the questions in this way.
In addition, mathematical calculation exercises and intellectual mnemonics that sharpen the mind
are also included in the communication exercises.
Therefore, the recommended exercises, technologies, and tools are effective to a certain extent in
educating creative students who can communicate freely in their native language and other foreign
languages, and who have their own independent thoughts, in a modern multilingual, multicultural
society.
List of used literature:
1.
Hamroyev G. Improving the linguistic and didactic foundations of developing educational
tasks in native language education: Ped. fan. doctor. (DSc) ... dis-ya. –Tashkent, 2022. – 72-p. 14
2.
National Curriculum for Native Language. Republican Education Center. 2022/2023
academic year.
3.
Yusupova TA Students the problem for text creation activities by completing grammar tasks
//
International scientific journal «MODERN SCIENCE A ND RESEARCH» VOLUME 3 /
Issue 4 / UIF: 8.2 / MODERNSCIENCE.UZ https: // doi.org/10.5281/zenodo.11090296
4.
Mahmudov N. et al. Native language textbook for the 6th grade of general secondary schools.
– Tashkent: Tasvir, 2017. – P. 25. 15
5.
Yusupova T . A . THE PROBLEM OF PREPARING STUDENTS FOR TEXT CREATION
ACTIVITY THROUGH COMPLETING GRAMMATICAL TASKS // Kokand DPI. Scientific
Reports 2025, No. 2, Series A // pp. 1276-1283.
6.
Yusupova T. A. Reflections on the issue of categorization in mother tongue education // Vol.
7 No. 01 (2025): Science News Conference // 2025-02-04. pp. 97-98.
7.
Yusupova Sh. Improving the effectiveness of native language education and introducing
advanced pedagogical technologies: ped. science. nom. diss. TDPI. –T.,1998. – p. 137.
8.
Bahriddinova BM Educational vocabulary in Uzbekistan: linguistic foundations, history and
prospects. Phil. science. doc. (DSc).... diss. abstract. –S., 2020. – 14 p.
9.
Yusupova T.
A. THE FORMS OF INTERRELATION WITH TOPICS OF SYNTAX
IN REVISING MORPHOLOGY // Journal of Critical Reviews ISSN- 2394-5125 Vol 7, Issue 7,
2020 (Skopus).
10.
Yusupova T.
A. To develop students' knowledge, skills and competencies in the
organizational and technical aspects of essay // ACADEMICIA A n I nternational M ultidisciplinary
R esearch J ournal (Double Blind Refereed & Peer Reviewed Journal) ISSN: 2249-7137 Vol. 11,
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