How does a lesson plan centered around TBLT differ from a lesson focused mainly on explicit grammar instruction, specifically when teaching Polish?

A lesson plan centered around Task-Based Language Teaching (TBLT) differs significantly from one focused on explicit grammar instruction in its approach to language learning. In a TBLT lesson, the task is the central element. Learners engage in a communicative task, such as planning a trip or solving a problem, using the Polish language to achieve a specific outcome. Grammar is addressed reactively, arising from the needs of the task, and explicitly only *afterthe task has been attempted. The focus is on fluency and effective communication. In contrast, a lesson focused on explicit grammar instruction begins with the presentation of a grammatical rule, followed by exercises designed to practice that rule in isolation. For instance, in a grammar-focused lesson on Polish case endings, the teacher might explain the dative case, provide examples, and then have students complete fill-in-the-blank exercises. In a TBLT lesson, students might be tasked with writing an invitation to a Polish wedding, requiring them to use the dative case naturally to express indirect objects and recipients. The grammar is then analyzed and refined based on the students' performance during the task. The TBLT approach prioritizes meaning-making and communicative competence, while explicit grammar instruction prioritizes accuracy and conscious knowledge of grammatical rules. TBLT sees grammar as a tool for communication, while grammar-focused lessons often treat communication as an application of grammatical knowledge.