TEACHING ARGUMENTATIVE ESSAY WRITING TO B2 LEARNERS BY TASK-BASED APPROACH

Argumentative essay writing is a challenging skill for upper-intermediate (B2) learners of English, particularly in academic contexts, where they are required to present clear positions, support claims with relevant evidence. This article aims to describe and critically evaluate a task-based approach to teaching argumentative essay writing through the methodological framework of what to teach, who to teach, and how to teach. It focuses on developing learners’ understanding of argumentative essay structure, alongside the use of appropriate formal language and cohesive devices. The proposed methodology follows a three-stage instructional cycle: pre-communicative preparation, communicative tasks, and post-communicative noticing-based reformulation. Through these stages, learners generate and evaluate ideas collaboratively before producing individual essays, comparing their work with model texts, and revising their writing. The approach promotes critical thinking, learner autonomy, and respect for differing opinions. The article highlights the pedagogical value of combining meaningful communication with explicit attention to linguistic accuracy and argumentative organization in B2-level writing instruction.