COMPENSATORY COMPETENCE ACROSS LINGUODIDACTIC TRADITIONS: IMPLICATIONS FOR ENGLISH TEACHER EDUCATION IN UZBEKISTAN
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Gavkhar Yakubovna Tojieva
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The intensification of multilingual and intercultural communication has increased the relevance of compensatory competence as a core component of foreign language education. This expanded article provides a deeper comparative analysis of Western, post Soviet, and East Asian linguodidactic traditions, highlighting how each conceptualizes compensation, strategic behaviour, and the learner’s role. The study further examines Uzbek and CIS scholarship to establish a local theoretical foundation. A revised four component framework is proposed, integrating strategic activity, sensitivity and reflection, strategic diversity, and pragmatic adequacy. The expanded analysis clarifies pedagogical implications for English teacher education in Uzbekistan, where future teachers must manage classroom interaction, mediate meaning, and respond flexibly to communicative difficulties.
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Authors
Gavkhar Yakubovna Tojieva
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