The republic of uzbekistan uzbek state world languages university english faculty III

F. Different learning strategies
According to Richards & Rodgers’ point of view, there are some procedures about language learning and task-based learning tasks:

• 
  Language is primarily a means of making meaning. (Without understanding one can never talk or express his/her opinion )
  
• 
  Lexical units are central in language use and language learning.( As much as learners enlarge their vocabulary, the usage of language will be much easier as possible)
  
• 
  “Conversation” is the central focus of language and the keystone of language acquisition. ( With the help of “Conversation” a learner will be able to connect with others and develop fluency )
  
• 
  Tasks provide both the input and output processing necessary for language acquisition. (Tasks play an important role in learning a language)
  
• 
  Task activity and achievement are motivational. ( As much the task is as motivational it would be)
  
• 
  Making errors is natural and is considered as a part of the process in acquiring the target language. (Without making an error one cannot learn the language)
  
• 
  Learning tasks facilitating learners to engage in interactions are essential. (While choosing a task the teacher should pay attention to its interaction)
  
• 
  Learners need to be encouraged to produce the target language as producing the target language facilitates learning. (The teacher should accustom learners to using the target language)
  
• 
  Language learning tasks should be varied to cater for the needs for both extrovert and introvert learners. (While creating a task the teacher should take into consideration learners needs. In this case the task will be appropriate for all learners)
  

Another language investigator Priyana thinks that each leaner has different learning strategy preferences. They are:

• 
  Teaching and learning processes should foster motivation and minimize learner anxiety.
  
• 
  The choice of teaching and learning tasks and content should be based on learner age.
  
• 
  Learning tasks should arouse and maintain learners’ learning motivation.
  

Taking above-mentioned procedures into consideration, the researcher came to the following decision that the teacher should

• 
  engage learners in using language purposefully and cooperatively,
  
• 
  make learners participate in a complete interaction, not just one-off sentences,
  
• 
  give learners chances to try out communication strategies,
  
• 
  develop learners’ confidence that they can achieve communicative goals.
  

While creating a task for Vocabulary, the teacher may use these criteria for language learners. Using these criteria will help them do the task more motivational, interesting and understandable. They are:

• 
  Comparing (Matching, Finding similarities, Finding differences)
  
• 
  Processes (Analysing real or hypothetical situations)
  
• 
  Problem solving (Reasoning, and decision making)
  
• 
  Sharing Personal Processes (Narrating, describing, exploring and explaining)
  
• 
  Creative tasks (Comparing, problem solving)
  
• 
  Jigsaw Tasks (Information-gap Tasks, Problem-solving Tasks, Decision-making Tasks, Opinion exchange Tasks, Books, Newspaper, Magazine, Radio programs, CDs, TV, Internet, Worksheets.)
  

To conclude all above-mentioned information, the researcher came to the decision that TBLL has advantages and disadvantages while using it in Vocabulary for language learners.