DIDACTIC POTENTIAL OF THE LINGUOPRAGMATIC APPROACH IN TEACHING SMALL-GENRE TEXTS

This article examines the didactic potential of a linguopragmatic approach to teaching small-genre texts, particularly anecdotes in English and Uzbek. The pragmatic structure of anecdotal texts is analyzed through such mechanisms as implicature, speech acts, presupposition, irony, and cognitive expectation violation. English and Uzbek anecdotes are studied comparatively, revealing their humour-producing strategies and cultural-pragmatic codes. Based on linguopragmatic analysis, interactive teaching methods and a stage-based instructional model are proposed.

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