Abstract
Product and process approaches to the teaching of grammar have been enormously influential in language teaching. However, it would appear that not too strict an adherence to either product or process perspectives will prove satisfactory. In view of this, the issue is how to achieve a balance between a controlled approach to language development and the learners' direct involvement in the discourse process. The purpose of this paper is to explore ways of fashioning tasks in the classroom which control learner language while giving her opportunity for self-expression and creativity. The dangers of taking task-based teaching approaches to an extreme will also be analysed. The key with task-based learning is how to ensure a measure of regulation over learner activity, so that the acquisition of fluency is not developed at the expense of accuracy and interlanguage restructuring.
Highlights
Product and process approaches to the teaching of grammar have been enormously influential in language teaching
Some conception of task has been selected as the basic unit of analysis in different approaches and there has been a steady increase of interest in the use of taskbased alternatives to second language teaching
With the adoption of task-based approaches, the emphasis is laid on learning processes rather than on the end producís of these processes
Summary
Product and process approaches to the teaching of grammar have been enormously influential in language teaching. These are [1] the Procedural Syllabus, [2] the Process Syllabus, and [3] Task-Based Language Teaching.
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