Study on Task-Based Language Teaching in L2 Pronunciation Development

다국어 초록 (Multilingual Abstract)

The study aimed to assess how well novice- and intermediate-level Korean L2 learners understood English consonantal contrasts, specifically [l, r], through task-based language teaching (TBLT). It also explored the learners' perceptions of this approach in the context of learning English pronunciation. Results indicated a significant development (t=2.497, p=0.047, p<.05) in the intermediate-level learners’ understanding of the target sound in the TBLT class after the intervention. However, there was only a slight improvement in the novice-level learners' comprehension in the TBLT class, and this improvement was not statistically significant. In contrast, the non-TBLT class in the novice-level showed a significant improvement in the post-test results (t=2.858, p=0.041, p<.05). Feedback from the questionnaire and interview revealed that most intermediate learners found the TBLT class motivating, interesting, and effective for learning confusing target English pronunciation. On the contrary, many novice learners found the TBLT class challenging and demotivating due to their low English proficiency, the difficulty of the tasks, and the unfamiliar student-centered classroom environment. The study concluded with a discussion on the implications of these findings for teaching practices in Korean tertiary education settings.

참고문헌 (Reference)

1 Yan, C., "We Can’t Change Much Unless the Exams Change : Teachers’ Dilemmas in the Curriculum Reform in China" 18 : 5-19, 2015

2 Butler, Y. G., "The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region" 31 : 36-57, 2011

3 Ellis, R., "Task-Based Language Teaching : Sorting Out the Misunderstandings" 19 : 221-246, 2009

4 Benson, S. D., "Task-Based Language Teaching : An Empirical Study of Task Transfer" 20 : 341-365, 2015

5 이윤경, "Task-Based Language Teaching : An Empirical Study of EFL Pronunciation Acquisition" 86 : 179-200, 2023

6 Ellis, R., "Task-Based Language Learning and Teaching" Oxford University Press 2003

7 Robinson, P., "Task-Based Language Learning : A Review of Issues" 61 : 1-36, 2011

8 Best, C. T., "Speech Perception and Linguistic Experience: Theoretical and Methodological Issues in Cross-Language Speech Research" New York Press 171-204, 1995

9 Long, M. H., "Second Language Acquisition and Task-Based Language Teaching" Wiley Blackwell 2015

10 Sato, R., "Reconsidering the Effectiveness and Suitability of PPP and TBLT in the Japanese EFL Classroom" 32 : 189-200, 2010

11 Takagi, N, "Perception of American English /r/ and /l/ by Adult Japanese Learners of English: A Unified View" University of California 1993

12 윤관희, "Korean Listeners’ Perception of L2 English Phoneme Contrast" 20 : 161-185, 2014

13 Sekiyama, K., "Inter-Language Differences in the Influences of Visual Cues in Speech Perception" 21 : 427-444, 1993

14 Ji, Y., "Implementing Task-Based Language Teaching(TBLT)to Teach Gammar in English Classes in China : Using Design–Based Research to Explore Challenges and Strategies" 14 : 164-177, 2020

15 이윤경, "Implementing Task-Based Language Teaching to Teach Grammar in a Korean College Context" 101 : 67-84, 2022

16 Kim, Y., "Implementation of a Localized Task-Based Course in an EFL Context : A Study of Students’ Involving Perceptions" 51 : 632-660, 2017

17 Jeon, I. J., "Exploring EFL Teachers’ Perceptions of Task-Based Language Teaching : A Case Study of Korean Secondary School Classroom Practice" 8 : 123-143, 2006

18 Willis, J. A., "Doing Task-Based Education" Oxford University Press 235-256, 1996

19 Pham, T. H., "Adapting Evidence-Based Pedagogy to Local Cultural Contexts : A Design Research Study of Policy Borrowing in Vietnam Pedagogies" 10 : 256-274, 2015

20 Skehan, P., "A Cognitive Approach to Language Learning" Oxford University Press 1998