DEVELOPING THE LINGUISTIC COMPETENCE OF FUTURE ENGLISH TEACHERS THROUGH A LEARNER-CENTRED APPROACH: A CONCEPTUAL FRAMEWORK
Abstract
This article develops a conceptual framework explaining how learner-centred strategies foster linguistic competence among future English teachers. Drawing on theories of Noam Chomsky, Dell Hymes, Michael Canale, Merrill Swain, and Lev Vygotsky, the study integrates communicative competence theory with constructivist pedagogy. A qualitative conceptual analysis of twelve peer-reviewed sources (1965–2020) demonstrates that interactive communicative practice, authentic task engagement, reflective learning, and formative assessment significantly improve grammatical accuracy, fluency, lexical diversity, and pragmatic appropriateness. The findings confirm that learner-centred environments enhance both linguistic proficiency and professional self-efficacy in teacher education. The proposed framework offers practical guidance for higher education institutions seeking sustainable competence development.
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References
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Copyright (c) 2026 Hilola Khasanova, Nargiza Kuchkarovna Burieva
This work is licensed under a Creative Commons Attribution 4.0 International License.
