TASK-BASED GRAMMAR INSTRUCTION IN EFL CLASSROOMS

Task-based grammar instruction has emerged as an effective alternative to traditional form-focused approaches in English as a Foreign Language (EFL) classrooms. Grounded in communicative language teaching and second language acquisition theory, this approach emphasizes meaningful communication through authentic tasks as the primary vehicle for developing grammatical competence. This article explores the theoretical foundations of task-based grammar instruction, describes its pedagogical framework, and discusses its benefits and challenges in EFL contexts. Drawing on relevant literature, the paper argues that integrating grammar into communicative tasks enhances learner motivation, fluency, and overall communicative competence. Implications for classroom implementation are also considered.