| Abstract [eng] |
Task-Based Language Teaching (TBLT) is a second language (L2) teaching methodology centered on completing authentic, communicative tasks. It prioritizes communication during task performance while reserving grammar instruction primarily for the stage following task completion, thereby aiming to foster implicit (i.e., intuitive, subconscious) rather than explicit (i.e., explainable, conscious) L2 knowledge. However, this approach may be less suitable for morphologically complex L2s such as Lithuanian, for which Task-Supported Language Teaching (TSLT) may be more appropriate, as it integrates grammar instruction throughout the entire task cycle. This dissertation explored the effectiveness of TBLT and TSLT in facilitating the acquisition of case in L2 Lithuanian by A1-A2-level learners (TBLT group: n = 23; TSLT group: n = 22; control: n = 15) in a pretest–treatment–posttest–delayed posttest design. The TBLT group completed five tasks with grammar instruction restricted to the post-task stage, while the TSLT group completed the same tasks with grammar instruction integrated throughout the task cycle. Both treatment groups exhibited immediate and long-term gains in explicit case knowledge, whereas only the TBLT group showed evidence of gains in implicit knowledge. The findings suggest that extensive grammar instruction throughout the task cycle is not obligatory for acquiring L2 Lithuanian case and that TBLT may be more effective than TSLT in fostering implicit grammar knowledge. |
