FROM GENERAL PROFICIENCY TO MISSION READINESS: EVALUATING THE EFFICACY OF TASK-BASED LANGUAGE TEACHING (TBLT) IN MILITARY TERMINOLOGY INSTRUCTION

Abstract

This article examines the application of Task-Based Language Teaching (TBLT) in the instruction of military terminology, with a focus on transitioning learners from general language proficiency to operational mission readiness. While English for Specific Purposes (ESP) has long been employed in military contexts, traditional methods often emphasize rote memorization of vocabulary and grammatical structures, which may not adequately prepare personnel for the dynamic communicative demands of real-world operations. TBLT, by contrast, prioritizes meaningful task completion as the primary vehicle for language acquisition, thereby fostering both linguistic competence and strategic communicative ability. Through a mixed-methods study involving 120 military personnel across three proficiency levels, this research evaluates the efficacy of a TBLT-based curriculum designed for military terminology instruction. Quantitative data from pre- and post-tests indicate statistically significant improvements in terminology retention, contextual usage, and oral performance among the experimental group. Qualitative findings from interviews and observation logs reveal enhanced learner engagement, increased confidence in operational scenarios, and better transfer of classroom learning to simulated field exercises. The study concludes that TBLT offers a pedagogically sound and practically effective framework for military language training, particularly when tasks are authentically aligned with mission-specific communicative demands. Recommendations are provided for curriculum designers, military language instructors, and policy makers seeking to optimize language preparedness for multinational operations.