National university of uzbekistan named after mirzo ulugbek foreign language and literature department

2.2 Empirical studies on the effectiveness of pedagogical approaches
Empirical studies have been conducted to evaluate the effectiveness of different pedagogical approaches to teaching and learning phraseological units. These studies have explored the outcomes and impact of various pedagogical approaches, including corpus-based instruction, input-based learning, and explicit instruction.
One study by Boers, Eyckmans, Kappel, Stengers, and Demecheleer examined the effectiveness of a corpus-based approach to teaching phraseological units. The study found that "the use of corpora allowed learners to explore the use of phraseological units in context, and helped them to develop their awareness of the collocational and semantic properties of the language"⁴⁹. This approach was found to be effective in improving learners' use of phraseological units in writing and speaking tasks.
Another study by Schmitt and Al-Homoud explored the effectiveness of input-based learning, specifically extensive reading, for the acquisition of phraseological units. The study found that "extensive reading can provide learners with rich and authentic input of phraseological units, which can help them to develop their ability to use the language in context".⁵⁰ The study also found that learners who engaged in extensive reading of texts that contained phraseological units showed greater improvement in their use of these units in writing tasks.
Finally, a study by Barfield and Gyllstad investigated the effectiveness of explicit instruction for teaching phraseological units. The study found that "explicit instruction can be useful in helping learners to identify and use phraseological units in context, as it provides learners with clear explanations and examples of how the language works".⁵¹ The study also found that learners who received explicit instruction showed greater improvement in their ability to use phraseological units in writing and speaking tasks.
In language teaching, the choice of materials and tasks is crucial for effective learning outcomes. One key area that requires attention is the teaching of phraseological units. This article provides a critical analysis and evaluation of existing language teaching materials and tasks with regards to their coverage, quality, and effectiveness in teaching phraseological units.
Firstly, it is important to evaluate the coverage of phraseological units in existing teaching materials. This involves analyzing the frequency and range of phraseological units presented in the materials. As Boers and Lindstromberg (2008) note, "if the materials do not expose learners to a wide range of phraseological units, they may not develop a thorough understanding of how these units are used in context"⁵² (p. 39). Therefore, materials that provide extensive coverage of phraseological units, including their collocational and semantic properties, are more likely to be effective in teaching these units.
Secondly, the quality of teaching materials is also important to consider. Quality refers to the accuracy and authenticity of the materials, as well as their appropriateness for the target learners. Materials that are not linguistically or culturally appropriate may lead to confusion or miscommunication, and may not be effective for learners' needs. Materials that are based on authentic texts and contexts, and that are tailored to the level and interests of the learners, are more likely to be effective in teaching phraseological units.
Thirdly, the effectiveness of teaching materials and tasks can be evaluated in terms of the learning outcomes they produce. This involves analyzing the extent to which learners develop their ability to use phraseological units in context, as well as their overall communicative competence. Mmaterials and tasks that focus on explicit instruction, input-based learning, and output-based practice can lead to significant improvement in learners' use of phraseological units. Therefore, materials and tasks that provide a range of opportunities for learners to engage with phraseological units in context, and that encourage learners to use these units in communicative tasks, are more likely to be effective.
To illustrate the analysis and evaluation of teaching materials and tasks, we can consider the example of a textbook that is commonly used in English language classrooms. After evaluating the coverage, quality, and effectiveness of the textbook, it may be found that it does not provide extensive coverage of phraseological units, and that the materials and tasks are not always authentic or appropriate for the learners. Furthermore, the effectiveness of the materials and tasks may be limited by the lack of opportunities for learners to practice using phraseological units in context. In this case, it may be necessary to supplement the textbook with additional materials and tasks that provide better coverage, quality, and effectiveness in teaching phraseological units.