COMMUNICATIVE BARRIERS AS A METHODOLOGICAL PROBLEM OF TEACHING
Abstract
This article presents a theoretical analysis of communicative barriers, drawing upon social-constructivist and cognitive frameworks, and emphasizes the role of teaching methodology in fostering communication competence. Communicative barriers constitute a significant methodological and pedagogical challenge in educational contexts, adversely affecting students’ academic performance, social interaction, and cognitive development. These barriers impede active participation, collaborative learning, and the development of higher-order thinking skills. From a methodological perspective, communicative barriers should not be regarded as inherent deficits of students but as manifestations of the interaction between learners, instructional design, and classroom dynamics. The study classifies barriers into personal, cognitive, social, and methodological categories, elucidating their influence on classroom processes. Furthermore, the theoretical discussion underscores that the development of communicative competence is a process mediated by guided interaction, reflective practice, and evidence-based pedagogical interventions. By integrating theory and methods, educators can design lessons that systematically reduce barriers, support learner diversity, and enhance classroom communication as a core component of educational achievement.
Keywords
communicative barriers, teaching methodology, educational process, pedagogical strategies, interactive learning, student engagement, methodical problem, cognitive development, social-constructivist theory, classroom interaction, scaffolding, active learning, learner-centered instruction, collaborative learning, educational psychology, instructional design.How to Cite
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Copyright (c) 2026 Farangiz Khoshimovna Khalilova
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