Using Content and Language Integrated Learning Approach and The Task-Based Language Teaching Approach to Teach Grammar in The English as a Second Language Classroom

Dineshika Hkp and Manathunga Maml
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Dineshika Hkp: Department of English Language Teaching, University of Kelaniya, Sri Lanka
Manathunga Maml: Department of English Language Teaching, University of Kelaniya, Sri Lanka

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 6, 1586-1595

Abstract: Language is a hallmark and the most enduring artefact of any community, playing a significant role in social interaction and the transmission of social values. Among the various approaches in language teaching, Content and Language Integrated Learning (CLIL) and Task-Based Language Teaching (TBLT) have consistently been at the forefront of research, receiving significant attention from practitioners and policymakers in Sri Lanka. This study investigates whether the use of TBLT and CLIL in English as a Second Language (ESL) classrooms enhances grammar learning. It aims to answer the research questions: a) “How do the CLIL and TBLT approaches enhance grammar teaching in ESL classrooms?†and b) “What are the perspectives of English teachers and learners on the use of CLIL and TBLT approaches in teaching grammar in ESL classrooms?†The study tests the hypothesis that TBLT is more effective than CLIL in teaching English grammar. The study involved sixty participants from one batch and two lecturers. Data were collected using pretest and posttest papers, semi-structured interviews, and open-ended questionnaires. The data were analyzed using SPSS and thematic analysis. The findings indicated that both TBLT and CLIL positively impact grammar learning, with TBLT emerging as the more effective approach. Perceptions of these approaches highlighted learner interest and the challenges of incorporating these methods in the classroom.

Date: 2024
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