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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
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INTERNATIONAL SCIENTIFIC JOURNAL
TEACHING POSSESSIVE PRONOUNS TO MIDDLE SCHOOL LEARNERS
THROUGH A TASK-BASED APPROACH: A COMPARATIVE
EXPLORATION OF GRAMMAR RESOURCES
Shokhsanam Muradova
Master’s
Student at MA TESOL Program, Webster University in Tashkent
Abstract:
This article explores the implementation of a task-based language
teaching (TBLT) approach to enhance the understanding and use of possessive
pronouns among middle school English language learners aged 12
–
14 with A2
–
B1
proficiency levels. Drawing on two key grammar resources:
Understanding English
Grammar
by Payne and
Structure and Meaning in English
by Kennedy, the study
compares their approaches to teaching pronouns and selects the former for its
communicative, discourse-oriented methodology. A task-based lesson was designed
and implemented, featuring explicit instruction, interactive classroom activities, and
personalized tasks. The "Whose Is It?" investigation game served as the core task,
allowing students to engage in meaningful communication while applying
grammatical knowledge. Reflection on the lesson indicates that integrating form-
focused instruction with communicative tasks improves learner engagement,
grammatical accuracy, and fluency. The study highlights the effectiveness of
combining theoretical grammar insights with TBLT principles for practical classroom
application.
Keywords:
Task-Based Language Teaching (TBLT), possessive pronouns,
grammar instruction, English language learners, middle school, discourse-based
approach, communicative grammar teaching, participant reference, grammar
pedagogy, student engagement.
Introduction
Grammar instruction plays a critical role in the development of
learners’
communicative competence, particularly in the early stages of second language
acquisition. Among various grammatical elements, pronouns
—
especially possessive
pronouns
—
serve as essential tools for coherence, clarity, and reference in both
spoken and written communication. For young learners at the A2
–
B1 proficiency
level, mastering the correct use of pronouns contributes significantly to their ability to
express ownership and avoid unnecessary repetition in discourse. This article focuses
on a group of 13-year-old middle school students who attend extra English classes at
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
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INTERNATIONAL SCIENTIFIC JOURNAL
a language centre. While most of them began learning English in early grades, they
continue to face challenges with fluency and accuracy, especially when dealing with
less tangible or academic topics. Observations have shown that these learners benefit
most from grammar instruction that is grounded in real-life, communicative contexts
rather than abstract rule memorization.
To support their learning, the grammar topic of possessive pronouns was
selected for a formative assessment and instructional intervention. Two well-
established grammar resources
—
Thomas E.
Payne’s
Understanding English
Grammar: A Linguistic Introduction (2011) and Graeme
Kennedy’s
Structure and
Meaning in English: A Guide for Teachers (2014)
—
were analyzed to inform the
teaching approach.
Payne’s
discourse-based methodology was found to be more
suitable for the communicative needs of the learners, emphasizing the role of
pronouns in real-life language use.
Building on these insights, a Task-Based Language Teaching (TBLT)
framework was employed to design a grammar lesson that integrated explicit
instruction, meaningful interaction, and personalized practice. The aim was to create
an engaging learning environment where grammar is not only taught but also actively
used in authentic communication. This paper outlines the theoretical background,
resource comparison, task design, and instructional reflection to demonstrate how
TBLT can effectively support grammar development in young English language
learners.
Description of Learners
My target group of learners consists of 15 middle school students between the
ages of 12 and 14. Their current level of English proficiency falls between A2 and B1
according to the CEFR (Common European Framework of Reference). They are
enrolled in regular school programs and attend extra English courses at the language
centre where I work and spontaneously educate them. They are 13 years old and, in
the group, most of them had little to no exposure to English before they began
learning it in the first grade. They grasp concepts effectively when grammar is taught
through examples embedded in real-life communicative contexts. Their proficiency
level allows them to engage in small talk on familiar topics and some slightly
unfamiliar ones. They can participate in meaningful conversations and are capable of
writing simple emails or letters. However, they still need to develop greater fluency
and accuracy, particularly when discussing abstract or academic subjects.
Grammar Topic and Selected Books
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
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INTERNATIONAL SCIENTIFIC JOURNAL
For this formative assessment, I have selected the grammar topic of
pronouns
. I
will be utilizing the following two books from the approved list:
1.
"Understanding English Grammar: A Linguistic Introduction" by
Thomas E. Payne (2011), published by Cambridge University Press.
2.
"Structure and Meaning in English: A Guide for Teachers" by
Graeme Kennedy (2014), published by Routledge.
In "Understanding English Grammar" by Payne, the discussion on pronouns is
primarily found in Chapter 5, titled "Participant Reference," spanning pages 106 to
133. This chapter delves into how English utilizes pronouns to refer to participants
within discourse.
In "Structure and Meaning in English" by Kennedy, pronouns are examined in
Chapter 4, titled "Nouns and Noun Phrases," specifically in Section 4.5, which covers
pages 168 to 175. This section provides an overview of different types of pronouns
and their functions within noun phrases.
Grammar Topic Exploration
Both Understanding English Grammar: A Linguistic Introduction by Thomas E.
Payne (2011) and Structure and Meaning in English: A Guide for Teachers by
Graeme Kennedy (2014) discuss pronouns in detail, but they do so from different
perspectives.
Differences
Payne takes a discourse-oriented approach, focusing on how pronouns function
in communication by referring to participants and maintaining cohesion in
conversation. He also explores pronouns in a cross-linguistic context, comparing their
use in English with other languages. In contrast, Kennedy approaches pronouns from
a structural perspective, categorizing them as part of noun phrases and analysing their
grammatical role in sentence construction. While Payne emphasizes the role of
pronouns in meaning and interaction, Kennedy focuses more on their syntactic
function and substitution within sentences.
Similarities
Despite these differences, both sources share some common ground in how they
address pronouns. Both books categorize pronouns into types such as personal,
demonstrative, and reflexive pronouns, providing definitions and examples of their
use in sentences. They also emphasize the importance of pronouns in reducing
redundancy and maintaining coherence in speech and writing. Additionally, both
acknowledge that pronouns depend on context for meaning, as they replace nouns
that must be understood from prior discourse.
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Overall, both books offer valuable insights into the role of pronouns in English
grammar.
Payne’s
discourse-based approach is more suited for teaching grammar in a
communicative way, making it particularly useful for language learners who need to
use English in real-life contexts.
Kennedy’s
structural approach, while more
technical, provides a solid foundation for understanding pronouns within sentence
structure.
Key terminology
Pronoun
Reflexive pronouns
Personal pronouns
Relative pronouns
Subject pronouns
Antecedent
Object pronouns
Agreement
Possessive pronouns
Gender-neutral pronouns
Demonstrative pronouns
Reciprocal pronouns
Intensive pronouns
Singular and plural pronouns
Demonstrative adjectives vs. demonstrative pronouns
Preferable source as a grammar teacher
I found
Understanding English Grammar: A Linguistic Introduction
by Thomas
E. Payne (2011) to be a better resource for me as a grammar teacher.
Payne’s
approach to pronouns is more communicative and discourse-oriented, which aligns
well with how my students learn best
—
through real-life contexts and meaningful
communication. Since my students need to develop fluency and accuracy in spoken
and written English,
Payne’s
emphasis on how pronouns function in conversation and
discourse makes the material more applicable to their needs. His discussion of
participant reference and cohesion in communication provides practical ways to teach
pronouns beyond just their structural classification.
TBLT Application
Task-Based Lesson Plan for Possessive Pronouns
1.
Pre-Task Phase: Explicit Grammar Instruction
-
Teacher introduces the topic by explaining that possessive pronouns (mine,
yours, his, hers, ours, theirs) show ownership and replace nouns.
-
Teacher gives examples using real objects (e.g., "This is my book. It is mine.").
-
Students complete a short exercise filling in blanks with the correct possessive
pronoun.
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-
Students create sentences using possessive pronouns and share them with a
partner.
2.
Task Phase: "Whose Is It?" Classroom Investigation Game
-
Teacher explains the game where students bring small personal items and place
them in a bag.
-
Teacher pulls out an item and asks "Whose is this?"
-
Students work in pairs or groups to guess the owner, forming sentences like "It
must be hers."
-
One student acts as a detective, asking questions while others respond using
possessive pronouns.
3.
Post-Task Phase: Task Repetition with Personalization
-
Teacher assigns a writing task where students write five sentences about things
they own or borrow.
-
Students exchange papers to underline possessive pronouns in each
other’s
writing.
-
Students share sentences aloud to reinforce learning.
-
Teacher concludes the lesson, emphasizing the correct use of possessive
pronouns in speech and writing.
Reflection
In designing this Task-Based Language Teaching (TBLT) activity, I aimed to
integrate explicit instruction, meaningful practice, and reinforcement to enhance
students’
understanding of possessive pronouns. The pre-task phase introduces
possessive pronouns through real objects and controlled exercises, following
Ellis’s
(2009) emphasis on form-focused instruction to help learners process grammatical
structures. The task phase, inspired by communicative teaching principles, engages
students in the "Whose Is It?" game, where they use possessive pronouns in a
problem-solving context, encouraging interaction and negotiation of meaning
(Güvendir
& Hardacre, 2020).
The post-task phase incorporates
Ellis’s
(2009) recommendation of task
repetition by having students write personalized sentences using possessive pronouns
and reviewing each
other’s
work to enhance noticing and retention. This structured
approach ensures grammar is both explicitly taught and naturally reinforced in a
communicative setting. By integrating grammar instruction with interactive and
personalized tasks, this activity fosters engagement and supports long-term retention
of possessive pronouns in meaningful contexts.
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Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
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INTERNATIONAL SCIENTIFIC JOURNAL
References.
1.
Ellis, R. (2009). Task-based language teaching: Sorting out the
misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
2.
Güvendir,
E., & Hardacre, G. (2020). Task repetition and second
language acquisition: Examining the benefits of reusing tasks. Language Teaching
Research, 24(4), 451-472.
3.
Kennedy, G. (2014). Structure and meaning in English: A guide for
teachers. Routledge.
4.
Payne, T. E. (2011). Understanding English grammar: A linguistic
introduction. Cambridge University Press.
