ABSTRACT
One of the first, if not the first, single-authored, book-length treatments of task-based language teaching was my 1989 book Designing Tasks for the Communicative Classroom. In the book, I stressed the importance of grammar and a focus on form in TBLT. Despite this, I was criticized at various times for advocating a ‘grammar-free’ pedagogy. Thus, when asked by the publisher to complete a substantially revised second edition of the book, I took the opportunity to make my position clear by devoting an entire chapter to the place of grammar within TBLT.
