PRINCIPLES AND TECHNOLOGIES FOR DEVELOPING STUDENTS' COGNITIVE COMPETENCE

Аннотация

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 ontheirbasis. Recommendations are made about the preparatory process, which includes types such as imitation exercises, transformation exercises, and communication exercises aimed at building cognitive competencein students in nativelanguage 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 competenceof students in mothertongue education. Keywords: cognitive competence, communicative approach, competence approach, communicative-cognitive, methods, linguistic, psycholinguistic, methodological principles, imitationexercises, 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 thequality and effectiveness ofeducation. 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 106 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue04(2025) teaching methods in an information and communication technology environment, and to apply the latest advances in technology tothe 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 1. 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 scientificresearch incognitivelinguistics. 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, integra