The paper focuses on one of the most complex topics in Russian as a Foreign Language (RFL) instruction: verbs of motion (VoM). We introduce an innovative approach to teaching these verbs, grounded in Task-Based Language Teaching (TBLT), and contrast it with the traditional approach that follows the Presentation-Practice-Production (PPP) framework, which has dominated the field until now. By analyzing a sample of widely used textbooks specializing in VoM, we show that introducing the VoM system—specifically, the sequence in which the verbs are presented—follows the PPP design and is primarily grammar-oriented. This approach is based on the concept of “directionality,” which relates to the principle of binary opposition; thus, VoM are presented through lexicogrammatical contrasts. We discuss our experience applying the TBLT approach to teaching VoM at low proficiency levels (A2) at the University of Barcelona as an alternative to the traditional method. We outline the design of a four-task instructional module that is part of a TBLT-based course syllabus. The four tasks within the module require the use of a limited set of VoM forms (both unprefixed and prefixed) and aim to develop linguistic and communicative skills related to the following speech situations: asking/providing directions; explaining how you are getting to and have reached a destination; speaking about a usual schedule and plans for movement within a city; and narration about a summer trip. The originality of this approach lies in its suggestion to teach VoM forms based on selected communicative goals and task complexity rather than adhering to the conventional grammar-oriented order. The discussion of this module's implementation is enhanced by a brief reference to a comparative study that examines the results achieved by learners who received TBL instruction versus those who were taught using the PPP method, in both communicative task performance and traditional grammar tests.
Markina et al. (2025) studied this question.