Abstract
Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.
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