What are the advantages and disadvantages of integrated grammar tasks? Describe the four different tasks which can be used by the teacher.

INTEGRATED GRAMMAR TASKS
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Integrated Grammar Tasks
Before, grammar lessons often commenced with teachers making a grammatical point on the board. The presentation of integrated grammar brought about a unique and authentic approach to teaching grammar. It implements the of pre- while- and post- steps in teaching to bring grammar instruction to life. According to Pekoz (2008, p. 1), an integrated grammar tasks main objective is to develop explicit knowledge on how and when to apply the grammatical features with the aim of enabling effective communication.
Advantages
Integrated grammar tasks improve the learner’s consciousness on the various grammar properties and grammatical features. According to Lynch (2016, p. 1), integrated grammar tasks make it easy and possible for the learners to understand the rules of language in addition to giving one the knowledge of syntax and grammar. The learner gets to master the language hence gets to a point where they can create a sentence that implements the grammatical features and have logic (Meir et al. 2017, p. 190). Secondly, the tasks are designed in search a way that they incorporate a multi-way information gap that can enable the learner to engage in a conversation dealing with the exchange of information to arrive at an agreed solution to a particular issue.
The tasks can also be customized in such a way that they are closed hence allowing only a single settlement to be reached (Lynch 2016, p.

1). Through the tasks, the learner gets the skills of pointing out particularities of a language and the features that make it unique. An example is a case of when the learners openly get to discuss how words should be arranged in a sentence and the use of irregular verbs. As a result, they get to gain knowledge on the intricacies of the language. The integrate grammar tasks are also applicable to learners in fields such as mathematics and science. Lastly, the approach can be used in educating adult learners due to its formal nature and being a much-organized approach to teaching grammar
Disadvantages
On the other hand, integrated grammar tasks are much more difficult to use when one is getting to learn a new language (Green and Hecht 1992, p. 170). There is usually less use of rules when one is expected to prepare for a foreign language. In most cases, rules are typically broken or forgotten in such a situation. The tasks are rather sophisticated thus making gaining fluency difficult especially when only basic linguistic skills are needed.
Tasks
Integrating grammar with KS2
This task involves the application of the nationally recognized curriculum for grammar terminologies. It includes understanding the terms used to describe characters, words, and sentences.
Integrating grammar with text
Under this task, the objectives include understanding how grammar is used in constructing texts, how to use grammatical tools to understand the various properties of text and identifying grammar mistakes. Moreover, the task features comparison between an expert and novice’s written text.
Integrating grammar with meaning
The task is meant to enable one to distinguish the different meanings in a word. According to Hawkins (2015, p. 17) words have two distinct meanings, that is, the referent and the sense. Referent, in this case, refers to the entity that the word stands for while the sense is the words permanent meaning. Moreover, the task educates the learner on how to come up with a successful reference chain.
Integrating grammar with writing
The task objective is to assist the learner in conducting a grammatical analysis of sentences to improve their writing. It also gets the learner to understand the relevant writing tasks to create excellent reference chains.

References
Green, P.S., and Hecht, K., 1992. Implicit and explicit grammar: An empirical study. Applied Linguistics, 13(2), pp.168-184.
Hawkins, J.A., 2015. Definiteness and indefiniteness: A study in reference and grammaticality prediction. Routledge.
Lynch, L. M., 2016. Grammar Teaching: Implicit or Explicit? Retrieved October 28, 2018, from https://www.eslbase.com/teaching/grammar-teaching-implicit-explicit
Meir, I., Aronoff, M., Börstell, C., Hwang, S.O., Ilkbasaran, D., Kastner, I., Lepic, R., Ben-Basat, A.L., Padden, C. and Sandler, W., 2017. The effect of being human and the basis of grammatical word order: Insights from novel communication systems and young sign languages. Cognition, 158, pp.189-207.
Pekoz, B., 2008. Integrating grammar for communicative language teaching. The Internet TESL Journal, 14 (10).