INTEGRATING GRAMMAR INSTRUCTION INTO TASK-BASED LANGUAGE TEACHING: A CLASSROOM STUDY ON TEACHING COORDINATING CONJUNCTIONS TO ADOLESCENT LEARNERS

This classroom-based study investigates how Task-Based Language Teaching (TBLT) can effectively integrate grammar instruction to enhance learners’ communicative accuracy and syntactic fluency. Conducted with six adolescent EFL learners at a private language center in Tashkent, the research focused on teaching coordinating conjunctions—'and', 'but', 'so', 'or', and 'because'—through task-based lessons rather than traditional rule-focused exercises. Over four weeks, learners engaged in communicative activities designed to elicit conjunctions in authentic speech and writing. Findings revealed notable improvement in sentence cohesion, grammatical accuracy, and learner motivation. The results confirm that grammar, when embedded in communicative tasks, strengthens both fluency and accuracy, offering an effective model for adolescent language instruction.