FOREIGN EXPERIENCES IN DEVELOPING STUDENTS’ LEXICAL COMPETENCE THROUGH LEARNER-CENTERED EDUCATION TECHNOLOGIES

Abstract

This thesis analyzes foreign experiences in developing the lexical competence of pre-service foreign language teachers through learner-centered education technologies. Within the framework of the study, methodological approaches implemented in higher education systems of Europe and the United States are examined, and the importance of considering students’ individual needs, learning motivation, and professional orientation in lexical competence development is substantiated. The analysis of foreign experiences demonstrates the effectiveness of learner-centered education technologies in developing lexical competence in an active, contextualized, and functional manner.