Abstract:
The research aims at exploring whether the implementation of
Task-Based Language Teaching can improve students’ grammatical skills
and will furthermore investigate its feasibility as a teaching approach. A first
year class of English Department at Bangladesh Army University of Science
and Technology (BAUST) was used and an action research was carried out.
Hence, the study targets to use Task-Based Language Teaching (TBLT) in the
communicative grammar learning environment using various meaningful
reading tasks. The research problem in this research is the poor scores of
students’ grammatical mastery observed in the pre-test. The research paper
is based on the use of simple present tense. The focus of this study is the use
of TBLT which is believed to guide students to experience communicative
grammar learning with various meaningful and pragmatic tasks in the grammar
class. The research findings revealed improvement of grammar skill for
the students that have at least an initial level of grammatical competence, but
no difference was detected for the students of no grammar competence,
indicating the need for further investigation. Therefore, this research expects
to improve not only students’ grammatical mastery but also the need for
better classroom condition and overall skill development.
Keywords: TBLT, grammar, meaningful, improvement, classroom
