LINGUISTIC AND METHODOLOGICAL CHARACTERISTICS OF EDUCATIONAL TASKS IN DEVELOPING STUDENTS' COGNITIVE-PRAGMATIC COMPETENCIES IN NATIVE LANGUAGE LESSONS

Аннотация

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, theauthorprovides a personal perspectiveonthetopic. 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, textanalysis. 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 andcompetencies that students are expected toacquire, mainly through exercises. In this context, tasks serve toenrich 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 inlinewith theplanned 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 page1375 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue02,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai language. Therefore, educational tasks can only be considered effective if they successfully encourage studentsto 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 indiscussionsbased onquestion-based tasks, and improving communication sk