DIDACTIC POTENTIAL OF LINGUISTIC TASKS IN THE CONTEXT OF THE COMPETENCY-BASED APPROACH

Abstract

This article provides a comprehensive examination of the didactic potential of linguistic tasks within the framework of the competency-based approach in modern education. Drawing on current research and practical developments, we analyze how linguistic tasks function as an effective tool for developing students’ communicative abilities, cognitive skills, and professional competencies across various educational contexts. The analysis covers theoretical foundations, practical aspects of implementation, and development prospects, demonstrating how task-based learning transforms traditional language education into a dynamic, student-centered process focused on the practical application of knowledge. By synthesizing research findings from diverse educational environments—from secondary mathematical education to university-level language training—the article offers educators scientifically grounded strategies for the effective design, implementation, and assessment of linguistic tasks aligned with competency-based educational standards. It is argued that when integrated into the curriculum appropriately, linguistic tasks not only enhance language literacy but also foster critical thinking, problem-solving abilities, and adaptive learning skills essential for success in contemporary society.