METHODOLOGICAL APPROACHES TO TEACHING THE NATIVE LANGUAGE TO ACADEMIC LYCEUM STUDENTS

Abstract

This article examines the methodology of teaching the native language (Uzbek) to academic lyceum students, with particular attention to the effectiveness of traditional and modern teaching methods. Drawing on lesson observation, teacher interviews, and analysis of scholarly-methodological literature, the study compares the outcomes of explanation-based traditional instruction with communicative, interactive, and project-based approaches. The findings show that the systematic application of communicative-interactive and text-centered methods, differentiated according to students' field of specialization, significantly increases students' engagement and speech competence compared with lessons based predominantly on oral explanation and rule memorization. Concrete methodological recommendations are proposed for native-language teachers working at the academic lyceum stage.