THE PPP VS. TBLT: OVERCOMING TRADITIONAL TEACHING HABITS IN UZBEK SECONDARY SCHOOLS

Abstract

This article examines the pedagogical contrast between the Presentation-Practice-Production (PPP) model and Task-Based Language Teaching (TBLT) in the context of Uzbek secondary schools. Despite ongoing educational reforms that emphasize communicative competence, classroom instruction continues to rely heavily on traditional, teacher-centered approaches. Using a qualitative analytical framework, the study explores how entrenched teaching habits, cultural expectations, and institutional constraints shape methodological choices in foreign language education. The findings suggest that while TBLT offers significant advantages for communicative development, its implementation in Uzbek secondary schools is limited by exam-oriented assessment systems and established instructional norms. The article argues that overcoming traditional teaching habits requires a gradual, context-sensitive integration of task-based principles rather than the complete replacement of the PPP model.