TEACHING VOCABULARY WITH SPORT TERMINOLOGY THROUGH TASK-BASED LANGUAGE TEACHING (TBLT) METHOD FOR ESP LEARNERS

This study investigates the effectiveness of teaching vocabulary with sport terminology to English for Specific Purposes (ESP) learners through the Task-Based Language Teaching (TBLT) method. In ESP contexts, mastering domain-specific vocabulary is essential for learners to function effectively in real-life professional situations. TBLT offers a dynamic, learner-centered approach that emphasizes meaningful communication through authentic, task-oriented activities. The research explores how TBLT can be implemented to enhance learners’ acquisition and application of sport-related vocabulary by engaging them in pre-task preparation, active task performance, and post-task reflection. The results reveal that learners not only expand their vocabulary knowledge but also develop stronger communicative competence in sports-related discourse. Furthermore, TBLT fosters learner autonomy, critical thinking, and motivation by integrating language learning with content-based goals. The findings suggest that TBLT is a highly effective method for vocabulary instruction in ESP settings, provided tasks are well-structured and aligned with learners’ proficiency levels and real-world needs. KEYWORDS: vocabulary teaching, sport terminology, Task-Based Language Teaching (TBLT), ESP learners, task design, pre-task activities, task performance, post-task reflection, authentic tasks, learner autonomy.