TEACHING TRAVEL-RELATED PHRASAL VERBS THROUGH TASK-BASED LANGUAGE TEACHING (TBLT) FOR ADULT ESL LEARNERS IN UZBEKISTAN
Abstract
This article presents a Task-Based Language Teaching (TBLT) approach to teaching travel-related phrasal verbs to adult ESL learners in Uzbekistan. The learners, aged 30–35 and working in various professional fields, face challenges with phrasal verbs due to limited prior grammar instruction. Drawing on Biber et al. (2021) and Payne (2011), the article outlines a lesson plan that integrates pre-task, task, and post-task phases to promote both fluency and accuracy. The activities include communicative tasks, role-plays, and contextual grammar explanations. These activities aim to help learners acquire and confidently use phrasal verbs in real-life travel situations.
References
Biber, D., Johansson, S., Leech, G. N., Conrad, S., & Finegan, E. (2021). Grammar of Spoken and Written English. John Benjamins Publishing Company.
Güvendir, E., & Hardacre, B. (2020). Task‐based language teaching and grammar. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0989
Payne, T. E. (2011). Understanding English Grammar: A Linguistic Introduction. Cambridge University Press.
