A comparative analysis of national and international experiences in developing the lexical competence of 11th grade students

Abstract

This article presents a comparative analysis of national and international experiences in developing the lexical competence of 11th-grade students in general secondary schools in the process of teaching English. The main objective of the study is to compare methodological approaches aimed at developing the vocabulary of 11th-grade students within the education system of Uzbekistan with modern vocabulary teaching strategies employed in international educational practice, as well as to identify their common and distinctive characteristics. The study employed comparative-analytical analysis, content analysis, descriptive analysis, generalization, and the study of pedagogical and methodological sources. The results of the analysis demonstrated that English language teaching in Uzbekistan is increasingly oriented towards competency-based and communicative approaches, while textbooks for 11th-grade students present lexical units in an integrated manner with topics, texts, and various types of speech activities. At the same time, international experience demonstrates that the development of lexical competence focuses not only on knowledge of the translated meaning of words, but also on mastering their contextual, collocational, pragmatic, and stylistic features, systematic repetition, independent dictionary use, the application of authentic materials, and the integration of digital technologies into the educational process. In conclusion, the study developed recommendations for adapting effective aspects of international experience to national educational practice, taking into account local linguistic, cultural, and methodological conditions.