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This paper explains how theory and research inform curriculum design and argues that strategic task design supports effective grammar learning. It synthesizes grammar teaching-learning approaches into a strategically designed curriculum for a university preparation course for EFL learners, addressing specific learning needs and contexts.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-a-strategic-task-based-curriculum-in-clt-a-practitioners-insight/268636/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-a-strategic-task-based-curriculum-in-clt-a-practitioners-insight/268636.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the paper say about grammar’s role in CLT classrooms?","Question",{"text":113,"@type":114},"The paper frames grammar teaching as debated within CLT and emphasizes that grammar learning should be integrated with communicative goals. It argues for curricula that respond to learners’ needs in specific contexts.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does strategic task design improve grammar learning according to the paper?",{"text":118,"@type":114},"Strategic task design is presented as a way to enhance effective grammar learning by creating learning opportunities that encourage authentic use. Tasks motivate learners to stretch resources while attempting to complete communicative activities.",{"name":120,"@type":111,"acceptedAnswer":121},"What is the role of learning context in shaping CLT and curriculum design?",{"text":122,"@type":114},"The paper highlights that context should guide what is learned and how learning happens. It connects various CLT-related methodologies and task forms to better adapt instruction to distinct language learning contexts.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268636,1789433894,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","NUS CELC 5th Symposium Proceedings  \n3  \nDeveloping a Strategic Task-based Curriculum in CLT: A Practitioner’s Sylvia S.C. Sim National University of Singapore [elcsimsc@nus.edu.sg](elcsimsc@nus.edu.sg)  \nGrammar Insight  \nAbstract  \nThere has been much debate about the role of grammar in the Communicative Language Teaching (CLT) classroom and how learners can best learn and acquire grammar proficiency. According to Savignon (2007),“the essence of CLT is to engage learners in communication in order to allow them to develop their communicative competence”(p. 209). Grammar teaching strategies have taken various forms, and are shaped by different contexts to help learners achieve communicative competence. However, is there a strategy that is more effective? In this post-methods era, Littlewood (2014) advocates that theory, research and practice work together to facilitate grammar learning. This paper elucidates how theory and research have shaped curriculum design and details how strategic task design enhances effective grammar learning in the classroom. This paper argues that there is a need to synthesize various grammar teaching-learning approaches to create curricula that effectively address learners’needs in specific learning contexts. The case study showcases a strategically designed curriculum that synthesizes various CLT strategies to facilitate the learning of grammar in a university preparation course for EFL learners.  \nKey Words: CLT, communicative competence, curriculum design, learning contexts, synthesize, strategies  \nIntroduction  \nCommunicative Language Teaching (CLT) has gained popularity in Asia where traditional approaches have evidently not succeeded in developing abilities to communicate meaningfully indifferent social situations (Butler, 2011). However, CLT has its share of detractors. The absence of consensus over the nature of CLT has led to “much disquiet [about its] lack of clear purpose”(Chambers & Norman, 2003). According to Bach & Savignon (1986), the actual implementation of grammar teaching in CLT has been misunderstood and misdirected.  \nThere is therefore a need to revisit how CLT is being perceived and interpreted by practitioners, and more specifically, how grammar is taught in the classroom. Christopher Candlin, in his key note address at the 2013 CELC Symposium, identified the challenge as “(re)finding the right road”(Candlin, 2013). This involves bringing theory, research and practice to work together (Littlewood, 2014).  \nThis paper presents a practitioner’s attempt to interpret CLT in an English as Foreign Language (EFL) classroom in an Asian context. It highlights the need to synthesize various CLT approaches to create a curriculum that effectively addresses learners’ needs in a particular learning context. CLT is defined here as learning with communicative intent and/or using communicative tasks.  \nBackground  \nThere are various approaches in CLT. Krashen (1982) argues that if sufficiently exposed to“comprehensible input”, natural acquisition will occur eventually over time. Supporters of Krashen hold the view that unlike natural acquisition, learning grammar through formal instruction yields “peripheral, fragile and short-lived” effects (Koshi, 1996, p. 403).  \nAdvocates of formal instruction, however, argue that sufficient focus on grammatical structures need to accompany adequate practice. Jones (2000) warns that without familiarity with grammar structures, students face the “danger” of being confused, mistaken and not being able to make sense of linguistic inputs. Smith (1981) claims that along with sufficient practice, some degree of explicitness when learning grammar may enhance learning. This is especially so in the case of adult learners, as their output needs to conform to academic and professional/corporate expectations (Celce-Murcia, 1991).  \nThere is also evidence to suggest that raising grammar consciousness enhances language acquisition by allowing learners to notice gramma","cbCaiu4JHBlqFo2Z","https://ap.wps.com/l/cbCaiu4JHBlqFo2Z","pdf",350301,15,"English","# Abstract\n# Introduction\n# Background\n## Communicative Language Teaching and grammar teaching\n## Grammar consciousness and learning contexts\n## Task-based language teaching (TBLT)\n# Making connections – bringing strategies together","[{\"question\":\"What does the paper say about grammar’s role in CLT classrooms?\",\"answer\":\"The paper frames grammar teaching as debated within CLT and emphasizes that grammar learning should be integrated with communicative goals. It argues for curricula that respond to learners’ needs in specific contexts.\"},{\"question\":\"How does strategic task design improve grammar learning according to the paper?\",\"answer\":\"Strategic task design is presented as a way to enhance effective grammar learning by creating learning opportunities that encourage authentic use. Tasks motivate learners to stretch resources while attempting to complete communicative activities.\"},{\"question\":\"What is the role of learning context in shaping CLT and curriculum design?\",\"answer\":\"The paper highlights that context should guide what is learned and how learning happens. It connects various CLT-related methodologies and task forms to better adapt instruction to distinct language learning contexts.\"}]","Developing a Strategic Task-based Curriculum in CLT: A Practitioner’s Insight | PDF",38]