A Methodological Model for Using Innovative Educational Tools to Develop Grammatical Competence in Primary School Pupils

This conceptual article proposes a methodological model for developing grammatical competence in primary school Uzbek language lessons. It aims to connect interactive tasks, educational games and digital exercises with the meaningful use of grammar. The approach draws on the concept of communicative competence and the pedagogically purposeful selection of educational technology. The proposed sequence comprises initial diagnosis, observation and classification, guided practice, independent language production and reflection. Illustrative tasks address word classes, case marking and sentence construction, while a formative assessment rubric distinguishes grammatical accuracy, explanation and independent use. The contribution is a structured instructional proposal rather than evidence of intervention effectiveness. No participant data, classroom intervention or statistical analysis is reported. Empirical evaluation is required before conclusions can be drawn about learning gains or the comparative value of digital and paper-based activities.