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Abstract
This article examines the pedagogical and psychological features of improving the lexical competence of future English language teachers. Lexical competence is considered a fundamental component of communicative competence, as vocabulary serves as the primary means of expressing meaning in all types of speech activity. The study is based on the theoretical views of both Uzbek and international scholars, including Jalolov, Saydaliev, Zimnyaya, and Chomsky, whose works provide a solid methodological and linguistic foundation.
References
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