INDUCTIVE AND DEDUCTIVE METHODS IN TEACHING UZBEK AS A FOREIGN LANGUAGE: A COMPARATIVE PEDAGOGICAL ANALYSIS

Abstract

The growing interest in Uzbek as a foreign language necessitates effective pedagogical approaches for non-native learners. This article explores the application of inductive and deductive methods in teaching Uzbek grammar and vocabulary to foreign students. Drawing on second language acquisition (SLA) theory and empirical research, the paper compares the cognitive demands, effectiveness, and learner engagement associated with each method. It argues for a principled eclecticism that integrates both approaches based on learner profiles, linguistic targets, and instructional goals. The study aims to contribute to the development of informed methodologies in Uzbek language instruction for diverse international audiences.