THE LINGUODIDACTIC AND METHODOLOGICAL FUNCTIONS OF DEVELOPING INDEPENDENT AND INSTRUCTIONAL ASSIGNMENTS IN IMPROVING THE CONTENT OF NATIVE LANGUAGE EDUCATION

Abstract

The article examines the current state and future prospects of implementing the credit-modular system in philological education, with a focus on developing students’ independent learning assignments. It substantiates the importance of organizing the higher education process based on advanced international experience, emphasizing key principles such as learner-centeredness, recognition of learning outcomes, academic mobility, and the accumulation of credits. The study highlights the significance of allowing students to design their own learning trajectories and of introducing a transparent assessment system that fosters students’ and professors’ motivation and interest in the subject.

KEYWORDS:

Native language, education, independent learning, instructional assignments, need for improvement, linguodidactic requirements, independent and instructional task, contemporary demand, efficiency, speech competence, development, student, assignment, methodological approach.