Over the last few decades, researchers and teachers of English have never been so divided over the issue of grammar in English as a Second Language/English as a Foreign Language (ESL/EFL)-how it should be taught, its methods and approaches and to the extent whether it should be taught at all or not. After the Communicative Language Teaching (CLT) method has been accepted all over the world as the most favourite method, the 'focus on form' approach is being questioned and PPP (Presentation-Practice-Production) method is receding fast from the classroom. Although the core of CLT method is to improve the communicative and socio-linguistic competence of the learners, many teachers are of the opinion that it should not be at the expense of grammar or over all linguistic competence of the learners with the logic that making meaning will be hampered without the use of appropriate grammatical forms and structures in both speech and writing.
This paper explores the role and function of grammar in Task Based Language Teaching as TBLT has become the cornerstone of language teaching. Tasks engage learners in their thinking process and help them to arrive at an outcome. Teacher of course, is present to control and regulate the process. This paper discusses how grammar teaching was integrated in a Project Based Language Teaching course in a Under Graduate (UG) level. After a regulated treatment for one semester, it was found that there was a significant improvement in grammar among the learners.