Author: Халмурзаева, Нодира

Annotation: This article examines the development of communicative competence in Japanese language teaching in higher education. The relevance of the study stems from the identified gap between students' language proficiency and their ability to use this knowledge in real-life communicative situations. The paper proposes a teaching model based on the integration of a task-based approach, international student interaction, and the Can-Do assessment system developed within the JF Standard. The article provides an in-depth analysis of the pedagogical conditions that support the development of language activity, interactional competence, and intercultural skills. Particular attention is paid to the transformation of the teacher's role and the rethinking of assessment criteria. The results of the study demonstrate that the proposed model facilitates the transition from language acquisition to its functional use.

Keywords: Japanese language, task-based learning, Can-Do, JF Standard, communicative competence, intercultural communication, project-based learning

Pages in journal: 192 - 201