Teaching English grammar to secondary school students in the framework of TELF in Bukavu: Towards a task-based approach

Abstract

This study examines grammar instruction practices in English as a Foreign Language (EFL) classroom within secondary schools in Bukavu, Democratic Republic of Congo. The study focuses on the predominance of traditional, non-communicative tasks. The objectives of this study are twofold: first, to contribute to the existing discourse on task-based language teaching (TBLT) from the perspective of contexts that are not widely represented in the literature, and second, to examine the nature of grammar instruction in English language education in Bukavu secondary schools. A documentary analysis of nine teachers' lesson preparation cards revealed a significant reliance on mechanical exercises, such as fill-in-the-blanks and multiple-choice questions, which impede students' development of productive language skills. The paper advocates for task-based language teaching as a more effective framework, incorporating pre-task, task-cycle, and post-task stages to enhance meaningful grammar use and communicative competence. The implications of this study underscore the necessity for a paradigm shift in teacher training, moving from a focus on rule memorization to the implementation of interactive, context-rich activities that are aligned with contemporary EFL pedagogy.