TEACHING POSSESSIVE PRONOUNS TO MIDDLE SCHOOL LEARNERS THROUGH A TASK-BASED APPROACH: A COMPARATIVE EXPLORATION OF GRAMMAR RESOURCES

Аннотация

This article explores the implementation of a task-based language teaching (TBLT) approach to enhance the understanding and use of possessive pronouns among middle school English language learners aged 12–14 with A2–B1 proficiency levels. Drawing on two key grammar resources: Understanding English Grammar by Payne and Structure and Meaning in English by Kennedy, the study compares their approaches to teaching pronouns and selects the former for its communicative, discourse-oriented methodology. A task-based lesson was designed and implemented, featuring explicit instruction, interactive classroom activities, and personalized tasks. The "Whose Is It?" investigation game served as the core task, allowing students to engage in meaningful communication while applying grammatical knowledge. Reflection on the lesson indicates that integrating form- focused instruction with communicative tasks improves learner engagement, grammatical accuracy, and fluency. The study highlights the effectiveness of combining theoretical grammar insights with TBLT principles for practical classroom application. Keywords: Task-Based Language Teaching (TBLT), possessive pronouns, grammar instruction, English language learners, middle school, discourse-based approach, communicative grammar teaching, participant reference, grammar pedagogy, student engagement.