Examining Task Based Instruction As a Viable Pedagogical Framework for Teaching Grammar

The filed of language teaching has undergone substantial changes from the advent of grammar translation method and audiolingual to the contemporary communicative language teaching approach.While each method regarded language from a unique perspective, researchers and educators believe that there is not a single best method that can be effectively applied to the various educational contexts.Therefore,the advantages and disadvantages of each method need to be carefully examined and identified.Task based language instruction offers valuable insights on the second language pedagogy by emphasizing the negotiation of meaning and group work in a communicative context.The aim of this qualitative study is to investigate teacher’s perspective on the incorporation of grammar into the task based instruction.To this end ۲۵ English teachers from Zahedan and saravan took part in a semi-structured interview.The data were collected by recording and transcribing the interviews.From the data the relevant themes and concepts were extracted.The results showed that grammar can be effectively incorporated in a communicative setting by simultaneously focusing on linguistic form,meaning,and usage.

کلیدواژه ها:

Task based instruction ، Grammar ، Teachers