RECONCEPTUALIZING GRAMMAR INSTRUCTION THROUGH TASK-BASED LANGUAGE TEACHING

This article examines the integration of Task-Based Language Teaching (TBLT) in grammar instruction. It analyzes how task-based approaches enhance student engagement, facilitate meaningful language use, and improve grammatical competence. The study emphasizes the shift from traditional rule-focused teaching to context-driven, communicative grammar learning, highlighting practical strategies and outcomes observed in classroom settings.

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