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The approach targets real-life business situations, encouraging social contact, discussion, and use of relevant lexical units. Thirty-four students were divided into control and experimental groups over 34 academic hours, with identical materials but different teaching methods. Results from the experimental group showed significant positive dynamics and improved test performance, supporting faster, easier vocabulary acquisition and increased professional communicative confidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/use-of-task-based-approach-in-teaching-vocabulary-to-business-english-learners-at-university-study-results/588920/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/use-of-task-based-approach-in-teaching-vocabulary-to-business-english-learners-at-university-study-results/588920.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine how effective the task-based approach is for teaching business vocabulary to master’s degree students learning business English.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the experiment designed?",{"text":117,"@type":113},"Thirty-four students were split into control and experimental groups using the same learning materials, but applying different teaching methods over 34 academic hours.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching difference distinguishes the experimental group?",{"text":121,"@type":113},"The experimental group used task-based learning focused on solving real business problems, with attention to teamwork and communication skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588920,1792217212,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","DOI: 10.20535/2410-8286.215117  \nUSE OF TASK-BASED APPROACH IN TEACHING VOCABULARY TO BUSINESS  \nENGLISH LEARNERS AT UNIVERSITY  \nNellia Nychkalo1, Wang Jinba2, Larysa Lukianova3, Nataliia Paziura4 (Corresponding author), Nataliia Muranova5  \n1,3National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine  \n2 Yuncheng University, Shanxi, China  \n4,5National Aviation University, Kyiv, Ukraine  \n[npazyura@ukr.net](npazyura@ukr.net)  \nThe purpose of this study is to identify the effectiveness of the task-based approach to teaching business vocabulary to master’s degree students while studying business English. The discipline of business English aims to develop students’ ability to analyse and solve problems of the business environment, improve their foreign language competence on the basis of acquired business vocabulary. The authors used the task-based approach in teaching business vocabulary which was aimed at encouraging students to social contacts, discussions, use of the necessary lexical units in situations close to real business life. The participants of the study were 34 students who studied for a master’s degree at the National Aviation University (Kyiv, Ukraine) majoring in aviation, rocket and space technology. The study of the course required 34 academic hours. According to the methodology of the experiment, the two groups of students (control and experimental ones) had the same learning materials during the course, but the teaching methods were different. In the control group, we used traditional vocabulary learning methods which implied the presentation of the new vocabulary by the teacher, practice exercises which made learners more familiar with the lexical units and the use of the new vocabulary by students in context. In the experimental group, task-based learning method was used which required students to work on solving real business problems with special attention to the development of teamwork skills and communication skills based on the students’ experience of work in business and communication with colleagues from other countries. Specially designed tasks were used to intensify the process of learning business vocabulary. The study showed significant positive dynamics in the acquisition of business vocabulary by students of the experimental group. The results of the test confirmed that task-based approach to vocabulary learning allows students to learn the necessary business vocabulary on a particular topic more easily and quickly It has been concluded that the task-based approach is not only efficient in vocabulary learning, but also increases the students’ confidence in their professional and communicative competence.  \nKeywords: task-based approach; business English vocabulary; communicative competence; group work; master’s degree students.  \nIntroduction  \nLearning a foreign language is a difficult task which in the past was often associated with memorising words and phrases, thoughtless repetition of the material learned in class and complete inability to speak outside the classroom. With time, the use of teacher-centred methods that focus mainly on learning content through memorisation and translation has gradually shifted to more communicative methods and approaches, one of which is the task-based method.  \nPrabhu (1987) first mentioned task-based learning (TBL) in 1982 as a method of the learner-centred approach. Richards and Schmidt (2010) note that the learner-centred approach places the student at the centre of all stages of language learning, including planning, learning and assessment. Emphasising the importance of the TBL, Ellis (2003) claims that it encourages students to socialise, work in groups, and as also helps to solve social problems. While interacting with each other in simulated situations to perform the task students help each other in learning, monitor the achievements of others, offer their options for solving a problem, communicate with the full use of their linguistic kno","cbCaioERSiQ1b9wx","https://ap.wps.com/l/cbCaioERSiQ1b9wx","pdf",357170,"English","# Introduction\n## Task-based learning and communicative tasks\n# Study purpose and methodology\n## Control vs. experimental group\n# Findings and conclusions","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine how effective the task-based approach is for teaching business vocabulary to master’s degree students learning business English.\"},{\"question\":\"How was the experiment designed?\",\"answer\":\"Thirty-four students were split into control and experimental groups using the same learning materials, but applying different teaching methods over 34 academic hours.\"},{\"question\":\"What teaching difference distinguishes the experimental group?\",\"answer\":\"The experimental group used task-based learning focused on solving real business problems, with attention to teamwork and communication skills.\"}]","USE OF TASK-BASED APPROACH IN TEACHING VOCABULARY TO BUSINESS ENGLISH LEARNERS AT UNIVERSITY - Study Results | PDF",1792066196,15]