NOFILOLOGIK YO‘NALISHLARDA CHET TILINI O‘QITISHNING KASBIY LINGVODIDAKTIK ASOSLARI

KIRISH: ushbu maqolada kasbiy lingvodidaktikaning nazariy-metodologik asoslari tahlil qilinadi. zamonaviy jamiyatda globallashuv va xalqaro aloqalarning kengayishi natijasida chet tillarini bilish kasbiy faoliyatning zaruriy tarkibiy qismiga aylanganligi ta’kidlanadi. MAQSAD: maqolaning maqsadi — “kompetentlik” va “kompetensiya” tushunchalarining mohiyatini ochib berish, ularning o‘zaro bog‘liqligi va farqli jihatlarini tahlil qilish, shuningdek kasbiy lingvodidaktikaning boshqa fanlar bilan aloqasini ko‘rsatishdir. MATERIALLAR VA METODLAR: tadqiqotda lingvodidaktikaga oid ilmiy maqolalar, monografiyalar, ta’lim dasturlari va amaliy kuzatuvlar material sifatida tanlandi. metod sifatida tahlil, taqqoslash va interdissiplinar yondashuv qo‘llanildi. NATIJALAR VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, kasbiy yo‘naltirilgan chet tili ta’limi o‘quvchilarda kasbiy kommunikativ kompetentsiyani shakllantirishda muhim rol o‘ynaydi. kompetentlik va kompetensiya tushunchalarining farqlanishi ta’lim jarayonida aniq metodik yondashuvni belgilashga yordam beradi. XULOSA: kasbiy lingvodidaktika zamonaviy ta’limda muhim nazariy va amaliy asos bo‘lib, nofilologik yo‘nalishlarda ham samarali qo‘llanilishi mumkin. u kasbiy kommunikativ kompetentsiyani shakllantirishda asosiy metodik vosita sifatida xizmat qiladi.

INTRODUCTION: this article analyzes the theoretical and methodological foundations of professional linguodidactics. it emphasizes that in modern society, due to globalization and the expansion of international relations, knowledge of foreign languages has become an essential component of professional activity. PURPOSE: the purpose of the article is to explain the essence of the concepts “competence” and “competency,” analyze their interrelation and differences, and highlight the connections of professional linguodidactics with other disciplines. MATERIALS AND METHODS: the study used scientific articles, monographs, educational programs, and practical observations related to linguodidactics. methods included analysis, comparison, and interdisciplinary approach. RESULTS AND DISCUSSION: the findings show that professionally oriented foreign language teaching plays a crucial role in forming professional communicative competence. distinguishing between competence and competency helps to establish clear methodological approaches in the learning process. CONCLUSION: professional linguodidactics serves as an important theoretical and practical foundation in modern education and can be effectively applied even in nonphilological fields. it acts as a key methodological tool for developing professional communicative competence.