Enhancing Pre-Service Efl Teachers’ Lexical Pedagogical Competence Through Task-Based and Reflective Vocabulary Instruction

This article proposes a methodological approach to enhancing pre-service EFL teachers’ lexical pedagogical competence through the integration of task-based vocabulary instruction and systematic reflective practice. The approach is based on the assumption that effective vocabulary teaching requires more than teachers’ knowledge of individual words or instructional techniques; it requires the ability to diagnose lexical needs, select pedagogically useful items, analyze lexical features, design meaningful tasks, facilitate retrieval and productive use, and evaluate learning outcomes.