Traditional structural methods of grammar instruction, such as the Presentation-Practice-Production (PPP) framework, often yield static declarative knowledge that fails to translate into spontaneous, accurate language production. This study investigates the efficacy of Task-Based Language Teaching (TBLT) in enhancing the grammatical competence of English as a Foreign Language (EFL) university students. Employing a quasi- experimental, quantitative pre-test/post-test design, this study evaluated 64 first-year undergraduate students divided into an Experimental Group (n = 32, receiving TBLT-based instruction) and a Control Group (n = 32, receiving traditional PPP instruction) over an 8- week period. Grammatical competence was measured across three distinct dimensions: declarative morphological knowledge (via a Grammaticality Judgment Test), structured production (via an Elicited Imitation Test), and spontaneous communicative use (via an Oral Communicative Task). The results indicate that while both groups exhibited significant gains in declarative grammatical knowledge, the TBLT group achieved vastly superior gains in structured production and spontaneous accurate grammar utilization. Independent-samples t-tests revealed a statistically significant difference in post-test scores between the groups, with the experimental group demonstrating highly elevated performance and large effect sizes (Cohen's d > 0.80). These findings offer robust empirical validation for the integration of focus-on-form methodologies within meaning-centered task cycles, demonstrating that TBLT successfully bridges the gap between explicit grammatical understanding and implicit communicative capability.
| Mualliflar | Reimbayeva, Zilola Rustam qizi |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-14 |
| Jild | 8 |
| Son | 05 |
| Betlar | 769-777 |
| Til | Ingliz |
| DOI | 10.70728/b.series.fil.v08.i05.104 |
DOI: 10.70728/b.series.fil.v08.i05.104 · Maqolaning asl sahifasi
Presentation-Practice-Production (PPP) framework, grammatical competence, Task-Based Language Teaching (TBLT), English as a Foreign Language (EFL), declarative morphological knowledge, Oral Communicative Task
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