: This study explores the pedagogical potential of advertising discourses, particularly slogans, as language games for improving communicative competence in English language teaching (ELT). A classroom-based intervention involving 24 undergraduate students from an educational management program in Uzbekistan employed a task-based language teaching (TBLT) approach over four weeks. Students engaged in analyzing, interpreting, and creating advertising slogans, with a focus on metaphor, ambiguity, and persuasive strategies. The results indicate that learners developed greater fluency, creativity, and contextual awareness in English. These findings are discussed in relation to broader literature on gamification, lexical ambiguity, and motivational psychology. The study concludes that incorporating advertising discourse as a language game is a valuable strategy for enhancing both linguistic performance and learner engagement in ELT contexts.

Communicative competence, language games, advertising discourse

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