A THEORETICAL OVERVIEW OF TBLT AND ITS RELEVANCE FOR 2ND–3RD GRADE ENGLISH EDUCATION IN UZBEKISTAN

This article presents a theoretical overview of Task-Based Language Teaching (TBLT) and examines its relevance to the English language education of 2nd–3rd grade learners in Uzbekistan. As the demand for effective English instruction grows within the country’s primary education system, there is a need to adopt methodologies that promote communication, interaction, and learner engagement. TBLT, grounded in communicative and constructivist theories of language learning, emphasizes meaningful tasks that reflect real-life use of language. The article discusses the core principles of TBLT, outlines the components of a typical task-based lesson, and analyzes its suitability for young learners. Particular attention is given to the challenges faced by teachers in Uzbek classrooms, including large class sizes, limited resources, and traditional teaching habits. The paper concludes that, with appropriate adaptation and teacher support, TBLT can significantly enhance motivation and communicative competence among young English learners in Uzbekistan’s primary schools.