Task-Based Approach to Grammar Teaching

Naima Trimasse


This essay is devoted to a review of Fotos and Ellis’ (1991) article about using task-based approach in teaching grammar. The choice of the article is based on the fact that it provides a good start for a discussion of the implementation of task-based approach to grammar teaching. First, a summary of the main points in the article is presented. The second part provides a discussion focusing on how the issue of teaching grammar communicatively has been tackled by other researchers. The last part is an attempt to draw some implications of task-based approach in teaching grammar for the Moroccan context.


Fotos and Ellis; task-based approach; grammar teaching

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Bialystock, E. (1981). The role of linguistic knowledge in second language use. Studies in Second Language Aqcuisition, 4, 31-45.

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory search. Journal of Verbal Learning and Verbal Behavior, 11, 671-687.

Ellis, R. (1990). Instructed second language learning. Oxford: Basil Blackwell.

Ellis, R. (1995). Interpreting tasks for grammar teaching. TESOL Quarterly, 29(1), 187-205.

Fotos, S. (1993). Consciousness raising and noticing through focus on form on form: Grammar-task performance vs formal instruction. Applied Linguistics, 14(4), 385-407.

Krashen, S. (1993). The input hypothesis. London: Longman.

Long, M. (1989). Task, group and task-group interaction. University of Hawaii Working Papers in ESL, (8), 1-26.

Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-185.

Swain, M. (1985). Communicative competence: Some roles of comprehensible output in its development. In S. Gass & M. Madden (Eds), Input in SLA (pp.235-253). Roley: Newbury House.

White, L. (1987). Against comprehensible input: The input hypothesis and the development of second language competence. Applied Linguistics, 8, 95-110.

DOI: http://dx.doi.org/10.3968/n


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