A COMPARATIVE STUDY OF TRADITIONAL AND INTEGRATIVE APPROACHES IN EFL TEACHER TRAINING
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| Formato: | Recurso digital |
| Lenguaje: | inglés |
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Zenodo
2025
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| _version_ | 1866902067737526272 |
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| author | Ashurova Zulaykho Kholdaralievna |
| author_facet | Ashurova Zulaykho Kholdaralievna |
| contents | <p>This article presents a comparative analysis of traditional and integrative approaches in English as a Foreign Language (EFL) teacher training, with a particular focus on the development of oral communication competence. Traditional methods, often characterized by grammar-translation techniques and lecture-based instruction, are contrasted with integrative models that emphasize communicative competence, task-based learning, and interdisciplinary content.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15626183 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | A COMPARATIVE STUDY OF TRADITIONAL AND INTEGRATIVE APPROACHES IN EFL TEACHER TRAINING Ashurova Zulaykho Kholdaralievna EFL, teacher training, traditional method, integrative approach, communicative competence, task-based learning, curriculum reform. <p>This article presents a comparative analysis of traditional and integrative approaches in English as a Foreign Language (EFL) teacher training, with a particular focus on the development of oral communication competence. Traditional methods, often characterized by grammar-translation techniques and lecture-based instruction, are contrasted with integrative models that emphasize communicative competence, task-based learning, and interdisciplinary content.</p> |
| title | A COMPARATIVE STUDY OF TRADITIONAL AND INTEGRATIVE APPROACHES IN EFL TEACHER TRAINING |
| topic | EFL, teacher training, traditional method, integrative approach, communicative competence, task-based learning, curriculum reform. |
| url | https://doi.org/10.5281/zenodo.15626183 |