This article analyzes the linguistic and methodological characteristics of educational tasks in developing students' cognitive-pragmatic competencies in native language lessons. It examines the uniqueness of textbooks, the formation of communication skills, and the views of linguists, methodologists, pedagogical scientists, and psychologists on this issue. Additionally, the author provides a personal perspective on the topic.

native language lessons, educational material, educational tasks, exercises, norms of the Uzbek literary language, information, textbooks, speech, linguistic, cognitive-pragmatic, competencies, lexical meaning, text analysis.

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