THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF TEACHING FOREIGN LANGUAGES IN THE MODERN EDUCATIONAL CONTEXT
Abstract
This article explores the theoretical and methodological foundations of teaching foreign languages in the context of modern education. It analyzes classical theories of second language acquisition such as Krashen’s “Comprehensible Input” hypothesis [5], Vygotsky’s sociocultural approach [11], and constructivist-cognitive perspectives. The paper highlights effective methods including Communicative Language Teaching (CLT) [8], Task-Based Language Teaching (TBLT), Content and Language Integrated Learning (CLIL) [1], and the integration of digital technologies. Supported by empirical studies, the article also addresses key challenges in foreign language teaching and proposes practical solutions. It aims to serve as a methodological guide for language teachers, educators, and students engaged in language instruction.
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References
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