This article analyzes the theoretical problems in the process of forming a linguistically-centered methodology for language teaching. The research examines the fundamental concepts of the methodology, the pedagogical significance of linguistic approaches, and the difficulties in their practical implementation. It also discusses the effectiveness of a centralized linguistic approach in the language learning process, the role of educational resources and didactic tools, and the relationship between theoretical foundations and practical experience. The research findings open up possibilities for developing innovative approaches in language teaching and integrating them into the pedagogical process.

Language teaching, linguistically-centered methodology, theoretical problems

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