ADJUSTING TO USE TEACHING METHODOLOGIES BASED COGNITIVE COMPETENCE OF PHILOLOGIST STUDENTS IN TEACHING ENGLISH IN UZBEKISTAN

This thesis examines the enhancement of cognitive competence in philological students when teaching English in the Republic of Uzbekistan through four distinct learning styles: concrete, analytical, communicative, and authority-oriented. Grounded in Knowles' (1972) framework on learning styles, the study evaluates the effectiveness of these approaches in fostering linguistic and pedagogical proficiency. Practical recommendations are provided for educators to tailor their methods based on learner needs and contexts.