RECONCEPTUALIZING LANGUAGE PEDAGOGY: COGNITIVE, COMMUNICATIVE, AND METHODOLOGICAL INNOVATIONS FOR TRANSFORMATIVE 21ST-CENTURY CLASSROOMS
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Аннотация:
This thesis interrogates contemporary trajectories in language pedagogy by synthesizing cognitive, communicative, and methodological perspectives within the framework of 21st-century educational demands. It contends that language pedagogy can no longer be confined to prescriptive methodologies but must instead reflect epistemological pluralism, intercultural competence, and technological affordances. Drawing upon theoretical foundations from cognitive psychology (Piaget, Vygotsky), sociolinguistics (Hymes, Canale & Swain), and applied linguistics (Ellis, Richards & Rodgers), this study underscores the urgency of reconceptualizing language pedagogy as a dynamic, adaptive, and transformative enterprise.
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