IMPROVING THE EFFECTIVENESS OF DEVELOPING THE LEXICAL COMPETENCE OF FUTURE ENGLISH LANGUAGE TEACHERS IN A BLENDED LEARNING ENVIRONMENT

Abstract

This article examines the methodological substantiation and empirical deployment of a blended learning model designed to improve the lexical competence of future English language teachers in higher pedagogical education. Moving away from rigid face-to-face structures, the proposed framework strategically integrates synchronous classroom engagement with asynchronous digital learning pathways. The research analyzes how online platforms, flipped learning models, and automated lexical tracking systems optimize cognitive processing and expand students' professional vocabulary. Through a controlled pedagogical experiment conducted at the Samarkand State Institute of Foreign Languages, the structural model was tested for its effectiveness. Quantitative and qualitative data analysis demonstrates substantial progress in the experimental group's long-term retrieval, contextual usage, and specialized discourse management