Task-based grammar teaching of English: Where cognitive grammar and task-based language teaching meet

The focus on communication in TBLT often comes at the expense of form. This book enhances the task-based approach by connecting it to insights from (cognitive) grammar, which sees grammar as meaningful. It shows how grammar teaching can be integrated into a communicative lesson in a non-explicit way. Learners are involved in situations that they may also encounter outside their classrooms and are given communicative tasks they are to work on and solve. What teachers need to invest for preparing such lessons is their own creativity, as they have to come up with meaningful communicative situations which guide the learners into using a specific structure. The book discusses the didactic and linguistic theories involved and translates the theoretical perspectives into actual teaching practice, focusing on the grammatical phenomena tense (present tense, past tense, present perfect), aspect, modality, reported speech, conditionals, passive voice, prepositions, phrasal verbs, verb complementation, pronouns and articles. For the second edition, current research literature and two new case studies have been included.