TEACHING ENGLISH GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING: A FOCUS ON NEGATION

Dildora Burkhanova

Authors

Dildora Burkhanova MA TESOL Program, Webster University in Tashkent

Keywords:

Task-Based Language Teaching, English Grammar, Negation, B1 Learners, Explicit Instruction;

Abstract

This article explores the integration of Task-Based Language Teaching (TBLT) with explicit grammar instruction for teaching negation in English to B1 and B2 level learners. Drawing on Young (2003) and Leech (2006), it analyzes structural and functional aspects of negation and demonstrates a practical TBLT-based lesson design that incorporates pre-task, task, and post-task phases. The approach promotes both grammatical accuracy and communicative fluency, offering implications for EFL classrooms aiming to develop learners’ ability to use negation effectively in authentic contexts.

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References

1.Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246.

2.Güvendir, E., & Hardacre, B. (2020). Task-based language teaching and grammar. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1–6). John Wiley & Sons, Inc.

3.Leech, G. N. (2006). A Glossary of English Grammar. Edinburgh University Press.

4.Young, D. J. (2003). Introducing English Grammar. Routledge.