DEVELOPING LEXICAL COMPETENCE IN ENGLISH LANGUAGE LEARNERS: A REVIEW WITH REFERENCE TO UZBEKISTAN’S UNIVERSITIES
Abstract
Lexical competence — a learner's capacity to recognise, understand, and deploy words appropriately in authentic communication — has moved from the margins of language pedagogy to a recognised core component of linguistic competence. This review synthesises the theoretical foundations and empirical literature on lexical competence in English language teaching, examining its principal dimensions of breadth and depth (Nation; Schmitt; Read) and the pedagogical and teacher-related factors that shape its development. It then focuses on the comparatively under-explored Uzbek context, comparing approaches across Uzbekistan State World Languages University, Tashkent State Medical University, Tashkent State University of Economics, and Samarkand State Institute of Foreign Languages. The review identifies academically oriented, English-for-Specific-Purposes, and cross-linguistic models, alongside persistent challenges including textbook reliance and limited classroom-based research, before proposing directions for further inquiry.
Keywords
lexical competence, vocabulary acquisition, English language teaching, breadth and depth, second language learning, lexical approach, Uzbekistan, higher education, communicative competence, vocabulary instruction
References
- Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). International Reading Association.
- Azamkulovich, N. D., & Qizi, A. D. A. (2023). ENHANCING ENGLISH FOR ACADEMIC PURPOSES (EAP) EDUCATION IN UZBEKISTAN THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL). Science and innovation, 2(Special Issue 14), 52-57.
- Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
- EBSCO. (n.d.). Lexical approach. EBSCO Research Starters: Language and Linguistics.
- Frontiers in Education. (2026). Developing specialised vocabulary in ESP through professional texts: A genre-informed, technology-supported input–processing–output model. Tashkent State Medical University. Frontiers in Education.
- Griffiths, C. (2023). What about the teacher? Language Teaching, 56(2), 210–222.
- Hasanova, D., & Shadieva, T. (2008). Implementing communicative language teaching in Uzbekistan. TESOL Quarterly, 42(1), 138–143.
- Mukhammedjanova, et al. (2026). Enhancing students’ lexical competence using cognitive and communicative task-based activities. MESAS Conference Proceedings.
- Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
- Uzbekistan State World Languages University. (n.d.). Third English Language Faculty: Programme description.
- Vasilevna, C. N. (2025, October). ANALYSIS OF PROSODIC CHARACTERISTICS OF GIRLS'SPEECH: RESEARCH IN THE RUSSIAN LANGUAGE. In London International Monthly Conference on Multidisciplinary Research and Innovation (LIMCMRI) (Vol. 2, No. 1, pp. 591-592).
- worldlyjournals.com. (2025). Specific features of English language teaching methodology in a trilingual education system. Ilm Fan Xabarnomasi.
- Zien Journals. (2022). Cross-linguistic influences between Uzbek and English languages. Journal of Pedagogical Inventions and Practices.