This article focuses on developing lexical competence among B2-level economics students learning English for professional purposes. It analyzes the semantic, stylistic, and collocational features of economic vocabulary, emphasizing the importance of contextualized and communicative learning approaches. The study highlights the effectiveness of digital tools, particularly Quizlet and Write & Improve, in enhancing students’ ability to independently acquire, analyze, and apply vocabulary in authentic professional contexts. The integration of ESP (English for Specific Purposes) and TBLT (Task-Based Language Teaching) methods provides a modern methodological framework for teaching economic English. The proposed model encourages active learning, contextual application of terminology, and the development of confident professional communication skills in English. The findings contribute to improving the methodology of teaching English for economics students through digital and interactive pedagogical strategies.

Task-Based Language Teaching (TBLT) is a learner-centered approach that emphasizes the use of meaningful tasks to promote real-life communication and language acquisition. This article explores the effectiveness of TBLT, highlighting its key benefits, such as improving communicative competence, enhancing learner motivation, and fostering critical thinking and problem-solving skills. The article also outlines practical applications of TBLT, offering strategies for effective task design, integration of technology, and task-based assessment. Despite its challenges, TBLT remains a powerful tool for developing linguistic proficiency and preparing learners for real-world communication when implemented with careful planning and adaptation to learners’ needs.

This thesis investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing student motivation in second language learning. The study explores how task-based instruction, which emphasizes meaningful communication and real-life tasks, influences learners’ intrinsic and extrinsic motivation compared to traditional grammar-focused teaching. Using a mixed-method approach involving questionnaires, classroom observations, and interviews, data were collected from sixty intermediate-level ESL students over eight weeks. The findings reveal that TBLT significantly increases learners’ motivation, engagement, and confidence in using the target language. Students in the task-based environment reported higher enjoyment and greater willingness to communicate. The results demonstrate that authentic, collaborative, and learner-centered tasks promote sustained motivation and positive learning attitudes. The study concludes that TBLT is an effective pedagogical approach for motivating language learners and recommends its wider integration into language education programs.

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in improving English language proficiency among primary-level learners in Uzbekistan. By examining classroom practices, instructional strategies, and assessment methods in EFL contexts, the research aims to identify how TBLT can enhance communicative competence, learner engagement, and autonomy. Through a mixed-methods approach combining classroom observations, teacher interviews, and student performance data, the study provides insights into the challenges and benefits of implementing TBLT in young learner classrooms. Findings suggest that TBLT significantly boosts language acquisition when supported by well-structured tasks and appropriate formative assessment strategies.

This article explores Task-Based Language Teaching (TBLT) as a learner-centered approach within modern foreign language education. The paper examines the main theoretical principles underlying TBLT and considers its practical application in classroom contexts. Particular emphasis is placed on the role of tasks in promoting communicative competence, learner motivation, and spoken fluency. The study also reflects on classroom outcomes associated with task-based instruction and discusses the significance of TBLT for contemporary language teaching practice.

This article explores the key challenges faced by non-philological higher education institutions in teaching English as a vital communicative tool in the era of globalization. Although English is required across all professional fields, many institutions struggle with insufficient ESP-qualified teachers, low learner motivation, limited instructional hours, and a lack of profession-specific learning materials. The study also examines pedagogical gaps, including the insufficient use of communicative approach and digital technologies. Scientific and practical solutions are proposed, including the integration of discipline-specific content, enhancement of ESP teacher training, curriculum revision, development of profession-oriented tasks, and the implementation of effective methodologies, including TBLT, CBL, Task Functional Approach, CLT, and CALL. The article emphasizes aligning English instruction with students' future careers to ensure meaningful learning outcomes.

Speaking and pronunciation are crucial aspects of language acquisition, particularly in English, where clarity in communication can significantly impact both social and academic success. For learners, mastering speaking and pronunciation skills is not just about verbalizing words but also about conveying meaning effectively and sounding natural. This article explores the effective techniques for teaching speaking and pronunciation, providing educators with strategies to help their students improve these essential language skills.

Listening comprehension is a vital aspect of second language acquisition, and its significance in successful communication is obvious. It is a constituent of the task-based approach, which emphasizes meaningful interaction through the utilization of modern tasks in the context of second language acquisition. This specific study attempts to focus on the benefits of the task-based approach in the enhancement of second language listening skills among undergraduate EFL learners through the implementation of the qualitative method of teaching a second language, characterized as the approach of observing listening tasks. From the results of the specific approach, it is obvious that the task-based approach is efficient in teaching second language listening skills, provided that the tasks are adequately designed.

This article examines the distinction between fluency and accuracy in language learning and explores strategies for designing effective discussion activities that integrate these components. Fluency emphasizes natural, spontaneous communication, while accuracy focuses on correct grammar, pronunciation, and vocabulary. By synthesizing insights from various methodologies, including task-based language teaching, immersive pronunciation techniques, and scaffolded storytelling, we propose practical discussion activities that balance fluency and accuracy. These include task-based debates, 3D immersive karaoke for pronunciation, and collaborative storytelling with teacher scaffolding. My findings suggest that blending fluency-oriented and accuracy-focused tasks enhances speaking skills holistically, equipping learners with both communicative confidence and linguistic precision. This article concludes with recommendations for educators and potential avenues for integrating advanced technologies in language teaching.

Modern language education requires approaches that not only develop linguistic proficiency but also foster critical thinking and communicative competence. In Uzbekistan, English as a Foreign Language (EFL) and English for Specific Purposes (ESP) students often face limitations with traditional grammar-focused and teacher-centered methods, which provide few opportunities for authentic communication.

The development of speaking skills remains one of the most challenging aspects of English as a Second Language (ESL) instruction, particularly among introverted learners in secondary comprehensive schools. This paper provides a theoretical and analytical review of innovative pedagogical technologies designed to support speaking skill development while addressing the specific needs of introverted students. Drawing on the works of Krashen (1982) and his Input and Affective Filter Hypotheses, Vygotsky’s (1978) socio-cultural theory, and contemporary approaches such as Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), the study emphasizes the integration of digital tools, adaptive learning environments, and low-anxiety classroom strategies. The analysis concludes that pedagogical technologies, when carefully adapted, can foster confidence, reduce language anxiety, and enable gradual yet sustainable improvement in speaking proficiency for introverted learners.

This introduction discusses the evolution of Russian grammar instruction, transitioning from traditional rule-based methods to modern approaches emphasizing communication and task-based learning. It highlights the integration of contemporary methodologies like Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), along with technology-assisted learning tools, to create dynamic and immersive learning experiences. The introduction sets the stage for exploring how these innovations can enhance learning outcomes and student engagement in the teaching of Russian grammar.

This article examines the role of diverse teaching approaches in enhancing language skills, with a particular focus on the integration of traditional and modern methodologies. Drawing on both theoretical frameworks and empirical studies, it explores the complementary strengths of Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), Grammar-Translation Method (GTM), Content and Language Integrated Learning (CLIL), and technology-assisted instruction. The paper presents a detailed analysis of practical applications in different educational contexts, supported by quantitative and qualitative data from recent research. Findings indicate that combining varied methods significantly improves learners’ proficiency, motivation, and ability to apply language skills in authentic situations. The study concludes with pedagogical recommendations aimed at optimizing language instruction through methodological integration.

This article shows different kinds of modern methods and techniques in teaching foreign language. Now it is said that it is necessary to strengthen the communication component when teaching English as a foreign language. This goal can be facilitated by the use of cases in classes with foreigners. Classic case promotes the development of skills for making independent decisions, the goal working with a case in a classroom with foreigners, another – communicative workshop. The article lists topics on which foreigners can offer cases, and the development of one the cases is presented as a simple the concept we propose.

Hozirgi davrda chet tilini o'qitish jarayoni sezilarli darajada shakllanib, til olish va malaka oshirishning zamonaviy usullarini qo'llagan. Ushbu maqolada chet tilini o'qitishda qo'llaniladigan asosiy zamonaviy usullar va ularning foydalari o'rganiladi.

This paper explores the integration of Sustainable Development Goals (SDGs) into foreign language teaching, emphasizing innovative methods and their impact on education. It examines how language learning fosters global awareness, cross-cultural communication, and inclusive education, contributing to long-term sustainability. The study discusses task-based language teaching (TBLT), digital learning tools, and intercultural approaches as effective strategies for promoting SDGs in language education. By adopting these innovative methods, foreign language teaching can play a crucial role in developing responsible global citizens and supporting sustainable educational practices

This article provides a comprehensive overview of various methods for teaching foreign languages, exploring both traditional and contemporary approaches and the article considers some innovative methods of teaching a foreign language at a non-linguistic university. It examines prominent methods including the Grammar-Translation Method, Direct Method, Communicative Approach, Task-Based Language Teaching (TBLT), Total Physical Response (TPR), and the Audio-Lingual Method. Each method is analyzed in terms of its principles, strengths, and limitations, highlighting how they address different aspects of language acquisition such as grammar, vocabulary, and communicative competence. The new requirements for student’s education, which assume that they have relevant professional  competencies,  including  foreign  language  communicative  competence,  actualize research  attention  to  different  approaches,  technologies  and  conditions  aimed  at  improving the quality of higher education.

this article defines that usage of task based language teaching and sequencing for B2 level philology and non- philology faculty students. There are many ideas for giving various tasks for B2 level students in English language classroom in different directions.