Keywords
How to Cite
Abstract
This article examines the theoretical and methodological foundations of developing academic communication skills in future teachers. Scholarly approaches to academic literacy, academic discourse, communicative competence, and teacher education are analyzed and systematized. Academic communication skills are conceptualized through three interconnected components: cognitive-linguistic, interactive-operational, and motivational-value-based. The methodological potential of competence-based, discursive, and cognitive-constructivist approaches is also examined. The findings emphasize the need to integrate academic reading, writing, discussion, presentation, feedback, and reflection into the professional preparation of future teachers.
References
Hyland, K. (2007). Disciplinary Discourses: Social Interactions in Academic Writing. University of Michigan Press.
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge University Press.
Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172.
Muslimov, N. A. (2013). Theory and Practice of Professional Development of Future Teachers. Tashkent: Fan.
Nishonaliyev, U. N. (2001). Problems of Improving Pedagogical Education. Tashkent: O‘qituvchi.
Qurbonov, Sh., & Seytxalilov, E. (2006). Education Quality Management. Tashkent: Turon-Iqbol.
Slastenin, V. A., Isaev, I. F., & Shiyanov, E. N. (2002). Pedagogy. Moscow: Akademiya.
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
Zimnyaya, I. A. (2004). Key competencies – a new paradigm of educational result. Higher Education Today, (5), 34–42.