TEACHING COMPARATIVES AND SUPERLATIVES THROUGH TBLT AT THE B1 LEVEL

Authors

  • Iroda Qabulova English language teacher at Secondary School No. 37, Beruniy District, Republic of Karakalpakstan

DOI:

https://doi.org/10.5281/zenodo.18345013

Keywords:

Task-Based Language Teaching (TBLT); comparatives and superlatives; grammar instruction; B1 learners; communicative language teaching

Abstract

This research details how B1-level eighth-grade students are taught comparative and superlative adjectives using Task-Based Language Teaching (TBLT). The session combines relevant communication tasks with clear instructions based on well-known grammatical references. Through organized pre-task, task, and post-task phases, the method seeks to enhance students' proficiency with comparative and superlative forms in authentic situations.

References

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

Kennedy, G. (2014). Structure and meaning in English: A guide for teachers. Routledge

Young, D. J. (2003). Introducing English grammar. Routledge..

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Published

2026-01-22

Issue

Vol. 5 No. 1 (2026): Current approaches and new research in modern sciences

Section

ะกั‚ะฐั‚ัŒะธ

How to Cite

Qabulova, I. (2026). TEACHING COMPARATIVES AND SUPERLATIVES THROUGH TBLT AT THE B1 LEVEL. Current Approaches and New Research in Modern Sciences, 5(1), 113-115. https://doi.org/10.5281/zenodo.18345013