TEACHING ENGLISH PRONOUNS THROUGH TASK-BASED LANGUAGE TEACHING (TBLT) IN AN EFL CLASSROOM

This paper explores the teaching of English pronouns through Task-Based Language Teaching (TBLT) for eighth-grade EFL learners in Uzbekistan. The target group consists of 13–14-year-old students with an English proficiency level of approximately IELTS 3.0–4.0 who have primarily experienced deductive grammar instruction. The study focuses specifically on personal and possessive pronouns, as students commonly struggle with subject–object distinctions and possessive forms.The theoretical foundation draws on Betty Schrampfer Azar (2007), who emphasizes balancing form-focused and communicative instruction, and Rod Ellis (2009), whose error-review framework supports reflective post-task correction. The paper also compares explanations of pronouns in A Glossary of English Grammar and Schaum’s Outline of English Grammar to inform instructional design. The lesson follows the TBLT cycle: explicit form-focused instruction in the pre-task phase, a communicative role-play activity in the task phase, and reflective error correction in the post-task phase. This integrated approach supports both grammatical accuracy and communicative fluency. The paper concludes that combining structured grammar explanation with meaningful interaction enhances students’ understanding and practical use of English pronouns in real-life communication.

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