DIDACTIC AND PRAGMATIC FEATURES OF LEARNING TASKS IN LITERARY EDUCATION

Authors

  • Gulbakhor Kerimbayevna Rasulova Doctor of Pedagogical Sciences (DSc), Associate Professor Department of Pedagogy, Tashkent University of Applied Sciences

DOI:

https://doi.org/10.17605/

Keywords:

Literary education, learning tasks, didactic approach, pragmatic approach, literary text, independent thinking, text analysis, communicative competence, educational effectiveness.

Abstract

This article examines the didactic and pragmatic features of learning tasks in literary education, the principles guiding their design, and their significance in developing students’ skills in literary text analysis, independent thinking, and evidence-based expression of their viewpoints. It also analyzes the integration of didactic and pragmatic approaches, the adaptation of learning tasks to communicative situations, and opportunities for enhancing the effectiveness of learning activities. Methodological recommendations for improving learning tasks in literary education are proposed.

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Published

2026-10-13

Issue

Vol. 4 No. 10 (2026): EJEDL

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

DIDACTIC AND PRAGMATIC FEATURES OF LEARNING TASKS IN LITERARY EDUCATION. (2026). Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) , 4(10), 1-6. https://doi.org/10.17605/