Linguodidactic Features and Principles of “Language Acquisition” and “Language Learning” Processes

Klaraxon Mavlonova (Doctor of Pedagogical Sciences (DSc), Professor Alisher Navoi Tashkent State University of Uzbek Language and Literature)
Shokirjon Tursun (Alisher Navoi Tashkent State University of Uzbek Language and Literature independent researcher)

Indonesian Journal of Education Methods Development
Vol. 21 No. 4 (2026): November

General Background Language education is a complex process based on an interinculcation of psychological, psycholinguistic, and pedagogical bases, functioning as a dynamic system developed through external and internal determinants. Specific Background Mother-tongue instruction at school transforms natural children's speaking skills into academic language literacy while differentiating between the distinct psycholinguistic processes of acquisition and learning. Knowledge Gap Traditional methodology often relies heavily on grammar rules rather than modern performance-oriented principles, necessitating a clear distinction between conscious learning and true language acquisition. Aims This study aims to examine psycholinguistic and pedagogical bases of linguodidactics, elaborate on primary regulations of mother-tongue didactics, and offer actionable recommendations for performance-oriented instructional design. Results The findings reveal that language education depends on the interaction of external factors (objectives, learning environments, and didactic resources) and internal factors (cognitive styles, motivation, and responsibility), guided by four universal pedagogical principles: form-meaning interdependence, language-speech interrelation, theory-practice integration, and oral-written language connection. Novelty The integration of conscious language studies with communicative competence frameworks shifts the teacher's role from a primary knowledge giver to a facilitator, moderator, and communication partner. Implications These findings indicate that reforming mother-tongue education away from traditional grammar-oriented models toward contemporary competency-based models optimizes both teaching materials and pedagogical approaches for effective communicative competence. Highlights: Language education operates as a dynamic system driven by external environment components and internal cognitive attributes. Universal pedagogical guidelines mandate that linguistic form and semantic meaning remain interdependent during instruction. Performance-oriented instructional design transitions traditional grammar-based approaches into interactive communicative competence models. Keywords: Linguodidactics, Language Acquisition, Language Learning, Mother-Tongue Education, Communicative Competence