APPLYING A TASK-BASED APPROACH TO TEACHING VOCABULARY TO ESP LEARNERS

Аннотация

Vocabulary development is crucial in English for Specific Purposes (ESP), where learners must master terminology specific to a profession or academic discipline. Traditional vocabulary instruction, often centered onmemorization,may fail to ensure long-term retention or meaningful use. This article examines the benefits of a Task-Based Learning (TBL) approach to teaching vocabulary in ESP contexts. It outlines a structured methodology for integrating TBL in theESP classroom and discusses outcomes related to learner engagement, vocabulary acquisition, andcommunicative competence. Key words: ESP, Task-Based Learning (TBL), lexical knowledge, communication skills, fluency and confidence, assessment. In ESP contexts, vocabulary instruction plays a central role in equipping learners with the linguistic tools needed for professional or academic success. Whether in business, medicine, engineering, or law, ESP learners require specialized lexical knowledge that extends beyond general English. Conventional approaches, such as word lists, translation, or gap-fill exercises, often result in surface-level learning and limited practical application. Task-Based Learning (TBL), a communicative approach grounded in real-world language use, offers a more dynamic and learner-centered alternative. In TBL, learners perform meaningful tasks that mirror real-life activities in their field of interest. These tasks provide opportunities to encounter, process, and apply vocabulary in authentic contexts. This article explores the implementation of a TBL approach to vocabulary instruction in ESP classrooms, providing a structured methodology and discussing observed benefits and challenges. ESP is a learner-centered approach focused on developing communicative competence in specific domains such as medicine, law, business, or science. The vocabulary needed for effective communication in these areas tends to be both specialized and context-dependent. As such, vocabulary instruction in ESP must go beyond frequency-based lists and aim for contextualized learning. TBL emerged from communicative language teaching and emphasizes meaning-focused activities. According to Willis (1996), TBL consistsof threemain stages: 1. Pre-task: The teacher introduces the topic, highlights useful vocabulary, and provides input. 2. Taskcycle:Students complete ameaningful task inpairs or groups. 3. Languagefocus: Learners reflect ontheirlanguage useand focus onform. Tasks can be information-gap activities, simulations, problem-solving tasks, or project-based assignments. TBL promotes cognitive engagement, encourages collaboration, and supports the https://ijmri.de/index.php/jmsi volume 4,issue5,2025 671 useoftarget language in apurposeful way. TBL supports vocabulary learning by:  Providingexposureto newwords incontext.  Encouraging repeated and meaningful useof vocabulary.  Promotingactive learning and learner autonomy.  Linking vocabulary learning with communicativefunctions. The TBL framework was implemented with a group of 20 intermediate-level adult learners enrolled in anESP course focused onBusiness English. Learners ranged from university students preparing forinternships to professionals seeking workplace communication skills. Thevocabulary tasks were designed based onthefollowing principles:  Authenticity: Tasks reflected real workplace scenarios (e.g., writinga business proposal).  Relevance: Vocabulary was chosen based onfrequency andimportance in thetarget field.  Cognitive demand: Tasks required critical thinking, decision-making, and problem- solving.  Collaboration: Pairand group work were emphasizedto promotepeer learning. In the Pre-task Phase stage, learners were introduced to the topic (e.g., marketing strategies) through an engaging input activity (e.g., short case study, video, or infographic). Key vocabulary was highlighted and practiced briefly in context. For example, in a unit on marketing, words like “target audience,” “value proposition,” “branding,” and “competitive advantage” were introduced through real company examples. Learners worked in smallgroups tocomplete atask. Forexample:  Create amarketing pitch for anew product.  Conducta SWOT analysis for afictional company.  Simulateabusiness negotiation with a client. During the task, learners used the target vocabulary naturally while focusing on completing the task, not on language accuracy. The teacher monitored, took notes on errors or successful usage, andoffered assistanceonly when necessary. After the task, learners reviewed the language they used. The teacher provided feedback on vocabulary usage, corrected errors, and led a focused practice activity such as a vocabulary quiz, synonym matching, or sentence-building exercise. Learners reflected on which words were useful and how they could beapplied in future tasks. Tasks that closely simulated professional activities boosted learner motivation. For example, creating a product pitch allowed learners to take ownersh