THE LANGUAGE LEARNING TASK: TASK-BASED LEARNING, CONTENT-BASED LEARNING, AND PROJECT-BASED LEARNING

Abug‘aniyeva Azizabonu Shavkatjon qizi; Jalolova M.B

Authors

Abug‘aniyeva Azizabonu Shavkatjon qizi Student of The English Language and Literature, Andizhan State Institute of Foreign Languages
Jalolova M.B Supervisor

Keywords:

Task-Based Learning, Content-Based Learning, Project-Based Learning, Language Development, Innovative Pedagogy, Teaching Methodologies

Abstract

This paper investigates three foundational methodologies that have gained prominence in contemporary language education: Task-Based Learning (TBL), Content-Based Learning (CBL), and Project-Based Learning (PBL). These learner-centered approaches prioritize authentic communication, foster learner autonomy, and promote experiential learning as central to language acquisition. Drawing on relevant theoretical frameworks, this study critically examines the pedagogical rationales, educational advantages, and potential limitations associated with each model. Furthermore, it offers a comparative analysis that highlights their complementary features. Through this analysis, the paper advocates for a cohesive and integrative instructional model that leverages the strengths of each approach to enhance linguistic competence and pedagogical effectiveness in diverse educational settings.

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