A Study on the integration path of "meaning first" and "form focus" of TBLT in English Grammar Teaching

Qing Gao

doi:10.63313/IJED.9085

Authors

Qing Gao China West Normal University of Foreign Language, Nanchong 637000, China Author

DOI:

https://doi.org/10.63313/IJED.9085

Keywords:

Task-Based Language Teaching, Grammar instruction, Post-method pedagogy

Abstract

Task-Based Language Teaching (TBLT), as a dominant communicative approach, emphasizes learning through meaningful tasks but faces persistent criticism regarding its treatment of grammar instruction. This paper examines the theoretical debates and practical challenges of integrating grammar within TBLT frameworks. Proponents argue that grammar can be acquired implicitly through task-induced "noticing" and focus on form, while critics contend that neglecting explicit grammar instruction compromises linguistic accuracy. By analyzing theoretical model of TBLT and contrasting it with traditional methods, this study identifies a critical dilemma: the tension between task-driven fluency and grammatical competence. To reconcile this conflict, the paper proposes practical pathways, such as embedding form-focused reflection in post-task phases and utilizing input enhancement techniques during pre-task scaffolding. Furthermore, it highlights the evolving role of teachers as mediators who balance task autonomy with guided grammar support. The findings suggest that TBLT’s effectiveness hinges on a dynamic equilibrium between form and meaning, offering pedagogical implications for curriculum design and teacher training in diverse EFL contexts.

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