“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 03, ISSUE 05, 2025. MAY
ResearchBib Impact Factor: 9.654/2024 ISSN 2992-8869
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Teaching English Phrases to Non-Linguistic Students
Dildora Primkulova
Uzbekistan State World Languages University Master’s Program,
Faculty of Foreign Language and Literature, Student
Email address:
dildoraprimkulova054@gmail.com
+998777776644
Annotation
Mastering phraseological competence plays a key role in ensuring fluency and
communicative success for non-linguistic students studying English as a foreign
language. The article explores how integrating context-based, task-driven, and
digital methodologies can enhance the acquisition and usage of English phrases. A
qualitative case study involving students from the Tashkent University of
Information Technologies demonstrates noticeable improvements in learners’
phrase recognition, retention, and application. The findings support adopting a more
phrase-focused approach in EFL instruction, especially for learners in technical
disciplines.
Keywords: phraseological competence, English language teaching, non-
linguistic students, formulaic expressions, EFL strategies
Annotatsiya
Ingliz tilini chet tili sifatida o‘rganayotgan nofilologik yo‘nalishdagi talabalar
uchun frazeologik kompetensiyani shakllantirish ularning og‘zaki nutq ravonligi va
samarali muloqoti uchun muhim hisoblanadi. Ushbu maqolada kontekstual
yondashuv, topshiriqqa asoslangan faoliyat va raqamli vositalar orqali ingliz tilidagi
frazalarni o‘rgatish samaradorligi yoritiladi. Toshkent Axborot Texnologiyalari
Universiteti talabalari ishtirokida olib borilgan tadqiqot natijalari o‘quvchilarning
frazalarni tanib olish, eslab qolish va qo‘llash ko‘nikmalarida sezilarli o‘sishni
ko‘rsatdi. Tadqiqot xulosalari frazeologik ifodalarga asoslangan yondashuvni
kengroq tatbiq etishni tavsiya qiladi.
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 03, ISSUE 05, 2025. MAY
ResearchBib Impact Factor: 9.654/2024 ISSN 2992-8869
151
Kalit so‘zlar: frazeologik kompetensiya, ingliz tili o‘qitish, nofilolog talabalar,
barqaror iboralar, chet tilini o‘qitish strategiyalari
Аннотация
Фразеологическая компетенция является важным компонентом
успешного овладения английским языком для студентов неязыковых
специальностей. В статье рассматриваются эффективные подходы к обучению
устойчивым выражениям английского языка с использованием контекстных
заданий, цифровых инструментов и активных методов преподавания.
Качественное исследование, проведённое среди студентов Ташкентского
университета информационных технологий, показало значительные
улучшения в восприятии и использовании английских фраз. Полученные
результаты подтверждают необходимость внедрения фразоориентированных
методов в преподавание английского языка как иностранного.
Ключевые
слова:
фразеологическая
компетенция,
обучение
английскому языку, неязыковые студенты, устойчивые выражения, методика
преподавания
1. Introduction
In the contemporary educational context, proficiency in English is essential
across various academic and professional domains, not limited to linguistics majors.
Non-linguistic students, such as those in engineering, law, or IT, often struggle with
practical aspects of English communication, particularly in mastering commonly
used phrases that are vital for fluency and effective interaction. This article
investigates the pedagogical challenges and effective strategies for teaching English
phrases to students in non-linguistic fields.
2. Literature Review
Numerous scholars underscore the significance of teaching formulaic
sequences or multi-word expressions in language learning (Wray, 2002; Schmitt,
2004). These expressions—often referred to as collocations, idioms, or chunks—are
essential for fluency and comprehension in real-life communication (Boers &
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 03, ISSUE 05, 2025. MAY
ResearchBib Impact Factor: 9.654/2024 ISSN 2992-8869
152
Lindstromberg, 2008). Nation (2013) emphasizes that second language learners need
to be exposed to high-frequency word combinations to function efficiently in an
English-speaking environment. Yet, many General English programs overlook
explicit instruction of such phrases, especially for non-linguistic learners.
3. Methods
This study employs a qualitative case study design to investigate the
effectiveness of phrase teaching methods. The participants were 28 undergraduate
students from Tashkent University of Information Technologies (TUIT), enrolled in
engineering and software development programs. Over six weeks, students were
taught 10–15 new phrases weekly using context-based materials, task-based
activities, and digital tools like Quizlet. Data were collected through pre- and post-
tests, observation logs, student surveys, and instructor interviews.
4. Results
The post-test scores indicated a 32% improvement in students’ phrase
knowledge. Classroom observations revealed increased fluency and more accurate
usage of target expressions. Students frequently used phrases like “to get the hang
of,” “at the end of the day,” and “take into account” during discussions and writing
tasks. Survey results showed that 87% of students appreciated the use of real-life
contexts and digital tools, reporting better retention and engagement.
5. Discussion and Conclusion
These findings suggest that structured phrase instruction significantly benefits
non-linguistic students. The integration of contextualized learning, task-based
instruction, and multimedia tools supports both comprehension and production of
English phrases. While the study was limited to one university and a short duration,
it provides a strong foundation for future research and classroom practices aimed at
improving English phrase competence among diverse learners. Educators should
consider adapting these methods to support learners in various non-linguistic
disciplines.
References
Boers, F., & Lindstromberg, S. (2008). Optimizing a lexical approach to
instructed second language acquisition. Palgrave Macmillan.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.).
Cambridge University Press.
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 03, ISSUE 05, 2025. MAY
ResearchBib Impact Factor: 9.654/2024 ISSN 2992-8869
153
Wray, A. (2002). Formulaic language and the lexicon. Cambridge University
Press.
Schmitt, N. (2004). Formulaic sequences: Acquisition, processing, and use.
John Benjamins Publishing.
Laufer, B. (2005). Focus on form in second language vocabulary learning.
EUROSLA Yearbook, 5(1), 223–250.
Webb, S., Newton, J., & Chang, A. C.-S. (2013). Incidental learning of
collocation. Language Learning, 63(1), 91–120.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University
Press.
