This article analyzes domestic and foreign studies devoted to the development of methodological and language competences of future English language teachers. The study considers the scientific views of Uzbek and foreign scholars on teacher education, communicative competence, methodological competence, pedagogical content knowledge, reflective teaching, and professional language training. Particular attention is paid to the interrelation between language competence and methodological competence in the professional preparation of future English language teachers. The article argues that effective teacher education should not separate linguistic knowledge from methodological readiness, because future teachers need to know the English language and be able to teach it in a purposeful, communicative, and pedagogically effective way. The analysis shows that domestic research mainly focuses on national educational requirements, methodological traditions, communicative language teaching, and professional competence formation, while foreign studies emphasize teacher cognition, reflective practice, pedagogical content knowledge, communicative competence, and post-method pedagogy. The article concludes that the integration of domestic and international scientific approaches creates a strong theoretical basis for improving the methodological and language training of future English language teachers through a conceptual approach.
Analysis of Domestic and Foreign Studies on The Development of Methodological and Language Competences of Future English Language Teachers
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