과업 기반 수업의 실제적 응용 = The Practical Application of Task-Based Instruction

다국어 초록 (Multilingual Abstract)

It has been proved that the task-based instruction (TBI) has been applied in a very effective and useful manner. It has been made possible that the learning process can be performed and the language activities can be observed in the actual context. In other words, the TBI guarantees the learner achievements to be realized as successful. In this paper two subtopics are dealt with. One is the issue of conscious raising. At the stage of pre-task assignments the learners are requested to understand what tasks they can perform implicitly or explicitly. The other is the conversational negotiations going on when the learners try to solve the discours breakdowns. Finally the learners can be aware of the assigned tasks and resolve the language problems in completing the tasks successfully.

참고문헌 (Reference)

1 한종임, "비디오를 활용한 학습자 및 과제 중심의 학습지도 방안" 51 (51): 107-124, 1996

2 Pica, T, "Tradition and Transition in English Language Teaching Methodolo" 28 : 1-18, 2000

3 Littlewood, William, "The Task-based Approach: Some Questions and Suggestions" 58 (58): 319-326, 2004

4 Schmidt, R., "The Role of Consciousness in Second Language Learning" 11 : 17-46, 1990

5 Beckett, Colbaha H, "The Project Framework: a Tool for Language, Content, and Skills Integration" 59 (59): 108-116, 2005

6 Ellis, R, "The Place of Grammar Instruction in the Second/Foreign Language Curriculum. in E. Hinkel and S. Fotos eds., New Perspectives on Grammar Teaching in Second Language Classroom. Lawrence Erlbaun Associates"

7 Mayo, Maria del Pilar Garcia, "The Effectiveness of Two Form-focused Tasks in Advanced EFL Pedagogy" 12 (12): 156-175, 2002

8 Ahmed, Mohanned K, "Teaching Oral Communication Skills in Academic Settings: A Case Study in Task-Based Approach to Syllabus Design. Web data"

9 송정원, "Task-Processing Conditions as Influences on spoken Language Performance" 60 (60): 117-137, 2005

10 Nunan, David, "Task-Based Language Teaching" Cambridge University Press 2004

11 Skehan, P, "Task Type and Task Processing Conditions as Influences on Foreign Language Performance" 1 (1): 185-221, 1997

12 Rooney, Kevin, "Redesigning Non-Task-Based Materials to Fit a Task-Based Framework" 6 (6): 1-9, 2000

13 Ellis,Rod, "Principles of Instructed Language Learning" System 209-224, 2005

14 Crookes, G, "Planning and Interlanguage Variation. Studies in Second Language Acquisition 11, 367-383"

15 Ortega,L, "Planning and Focus on Form in L2 Oral Performance" 21 : 109-148, 1999

16 Estaire, S, "Planning Classwork: A Task-based Approach. Macmillan Heinemann"

17 McDonough, Kim., "Learner-learner Interaction during Pair and Small Group Activities in a Thai EFL Context" 32 : 207-224, 2004

18 Moor, Peter, "Implementing a Task-based Approach without Task-based Materials. Web data"

19 Karant, Priscilla, "Grammar through Stories. St. Martin's"

20 Bruton, Anthony, "From Tasking Purposes to Purposing Tasks" 56 (56): 280-288, 2002

21 Sheen,Ron, "Focus on Form-a Myth in the Making" 57 (57): 225-233, 2003

22 Swein,Merrill, "Focus on Form through Conscious Reflection" Cambridge University Press 64-81, 1998

23 Swein, Merrill, "Focus on Form through Collaborative Dialogue: Exploring Task Effects" Plenum Press 99-118, 2001

24 Tsang, Wai King, "Feedback and Uptake in Teacher-Student Interaction: An Analysis of 18 English Lessons in Hong Kong Secondary Classrooms" 35 (35): 187-209, 2004

25 Nassaji, Hossein, "Current Developments in Research on the Teaching of Grammar" 24 : 126-145, 2004

26 Mohamed, Naashia, "Consciousness-raising Tasks: a Learner Perspective" 58 (58): 228-237, 2004

27 Nunan,David, "Aspects of Task-Based Syllabus Design. Web Ms"

28 Skehan, Peter, "A Non-marginal Role for Tasks" 56 (56): 289-295, 2002

29 Graves,K, "A Framework of Course Development Processes" Cambridge University Press 12-38, 1996

30 Skehan, Peter, "A Framework for the Inplementation of Task-based Instruction" 17 (17): 38-62, 1996