TEACHING VOCABULARY TO B2-LEVEL STUDENTS THROUGH TASK-BASED LANGUAGE TEACHING: EFFECTIVE STRATEGIES AND CLASSROOM PRACTICES

This article examines the theoretical and methodological foundations, effective strategies, and practical opportunities for developing the vocabulary of B2-level students through the Task-Based Language Teaching (TBLT) approach in English language education. The study analyzes the scientific views of foreign and Uzbek scholars, principles of communicative language teaching, and educational reforms aimed at improving foreign language instruction in the Republic of Uzbekistan. Particular attention is paid to the role of task-based activities in helping B2-level learners acquire new vocabulary in meaningful contexts, use lexical items appropriately in speaking and writing, and retain them over time. The article discusses effective classroom practices, including problem-solving tasks, role-plays, group discussions, information-gap activities, and real-life communicative assignments. It also highlights the importance of combining meaningful communication, purposeful vocabulary repetition, teacher feedback, and ongoing assessment. The analysis suggests that task-based vocabulary instruction can provide valuable opportunities to improve learners' lexical competence, fluency, and confidence in using English independently.