The article is devoted to comparison of the effectiveness of grammar acquisition by adult learners in two types of instruction – based on the traditional PPP (Presentation, Practice, Production) approach and TBL (Task-Based Learning) approach – in ESP university classes. We conducted a qualitative research in which we tried to incorporate grammar instruction in communicative language teaching and for that purpose selected two groups of students (the PPP group and the TBL group). They were taught five topics, each with a focus on particular grammar items. The comparison of the results we obtained showed that students’ achievement in the TBL group increased more substantially than in the PPP group. Also, the majority of students in the TBL group liked learning grammar at the point of need, which we consider particularly important, since it stimulated their motivation and contributed to the acquisition of grammatical structures. When considering the positive aspects of our experience of using TBL and task-based grammar learning in particular, we should first of all point out its learner-centeredness which provides a number of advantages in teaching adult students: the focus on real communication, addressing the students’ needs by putting them into authentic communicative situations, encouragement of students’ responsibility for their own learning, exposure of students to a wide variety of language, including grammar, ability to motivate students.

中文翻译：

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如何更交流地向技术大学的成人ESP学习者教授语法：基于任务的方法

本文致力于在ESP大学课程中比较两种类型的教学中成人学习语法的有效性–基于传统的PPP（演示，练习，生产）方法和TBL（基于任务的学习）方法。我们进行了定性研究，试图将语法教学融入交际语言教学中，并为此目的选择了两组学生（PPP组和TBL组）。他们教了五个主题，每个主题都侧重于特定的语法项。我们获得的结果的比较表明，TBL组的学生成绩比PPP组的学生进步更大。此外，TBL小组的大多数学生都在需要时喜欢学习语法，我们认为这尤其重要，因为它激发了他们的动力并促进了语法结构的获得。在考虑我们使用TBL和基于任务的语法学习的经验的积极方面时，我们首先应指出其以学习者为中心的特点，这在教成年学生方面具有许多优势：关注真实的交流，解决通过使学生处于真实的交流环境中来满足他们的需求，鼓励他们对自己的学习承担责任，让学生接触多种语言，包括语法和激发学生学习能力。