"Stages of conducting methodological research in native language teaching: theoretical and methodological analysis"

This article analyses the theoretical foundations and stages of scientific-pedagogical research in native-language teaching methodology, following the. The aim is to develop a theoretically grounded, stage-based model informed by speech activity theory, communicative competence, and socio-cultural developmental theory. The methodology is a comparative-conceptual literature review systematised into a design-oriented model. The analysis yielded an eight-stage model adapted to the native-language subject, each stage linked to theoretical principles and practical criteria. The model enhances research reliability and supports work meeting national attestation (OAK/HAC) requirements.