TEACHING GRAMMAR COMPETENCE THROUGH PROJECT-BASED TASKS IN MIDDLE SCHOOL

Grammar competence is one of the key components of language proficiency, playing a significant role in effective communication, particularly for middle school students learning a second language. Traditional methods of grammar instruction often fail to engage learners, leaving them with rote memorization instead of meaningful application. To address this, educators are turning to project-based tasks (PBTs), which promote active learning and contextual grammar use. Inspired by Uzbek teaching methodologies, this article explores the integration of PBTs into middle school grammar instruction.