ADJUSTING PRE-TASK SUPPORT FOR MIXED-ABILITY FINANCE STUDENTS IN SHORT ENGLISH COURSES AT UZBEK UNIVERSITIES

Teachers who work with finance and economics majors in Uzbek universities often give up on task work after two or three attempts, and the reason they offer is nearly always the same: the weaker half of the group cannot get started. This article takes up one variable behind that outcome, the pre-task phase, and asks how much support it should carry when a group spans A2 to B1 and the course runs for two to four hours a week. Research on strategic planning, modelled performance, lexical preparation, task repetition and first-language use before performance was analysed alongside the working syllabi of English courses for finance students, and the devices were compared both on what the literature reports about their effects and on what they cost a teacher in preparation time. The analysis suggests that support can be raised far enough to make tasks workable for A2 learners without reducing them to rehearsal, on condition that it is withdrawn across repeated task types rather than held constant. A graded support scheme for mixed groups is set out, together with its limits.

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