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DICTING AS A METHOD OF DIFFERENTIATED LEARNING FOR STUDENTS WITH A NON-RUSSIAN LANGUAGE OF TEACHING

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dc.contributor.authorM. M. Komilova
dc.date.accessioned2025-12-28T20:18:09Z
dc.date.issued2023-04-08
dc.description.abstractThe article deals with the issue of the development of written speech of students of secondary and secondary specialized education in Uzbekistan. The causes of the problem are analyzed. Various types of dictation are offered as a way to develop students' literate speech on the example of the Russian language. A differentiated approach is recommended to teaching the Russian language as a solution to the problem of written illiteracy.
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dc.identifier.urihttps://sjird.journalspark.org/index.php/sjird/article/view/592
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/13450
dc.language.isoeng
dc.publisherJournals Park Publishing
dc.relationhttps://sjird.journalspark.org/index.php/sjird/article/view/592/567
dc.sourceSpectrum Journal of Innovation, Reforms and Development; Vol. 14 (2023); 17-21
dc.source2751-1731
dc.subjectdifferentiated approach, level approach, written speech, Russian language, educational and creative types of dictation: vocabulary, visual, pictorial and graphic.
dc.titleDICTING AS A METHOD OF DIFFERENTIATED LEARNING FOR STUDENTS WITH A NON-RUSSIAN LANGUAGE OF TEACHING
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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