Earticle

초록

영어

This paper has dual aims. One is to examine the appropriateness of teaching procedures for task-based learning focused on language skills and communicative activities in elementary school English lessons. The other is to discuss some strategies for adapting elementary school English textbooks to do task-based teaching (TBT) for fifth and sixth graders. The results are as follows: (1) Presentation-practice-production (PPP) is useful in a focus on forms lesson, where grammar points are taught particularly to lower-level third and fourth graders. Whereas TBT is useful in a skills lesson for higher-level fifth and sixth graders, where focus on form may occur as a result of something they hear or read. (2) Fifth and sixth graders should be taught based on TBT procedures with an initial focus on meaning which enable them to use the language they have already learned or known as maximally as possible while doing tasks. (3) The current textbook lessons based on PPP for fifth and sixth graders should be adapted to suit TBT procedures by reordering textbook activities, turning the activities into tasks or doing the skills lesson first and the form-focused work last. (4) The sample application of TBT procedures to a textbook lesson for sixth graders will help teachers reconsider the weakness and strength of PPP and TBT called ‘PPP upside down' and adapt textbooks for TBT procedures with focus on meaning first and on form last.

목차

I. 서론
 II. 교수 절차의 유형과 특성
  1. 기존의 PPP 교수 절차
  2. 대안적 PPP 교수 절차
  3. 초등 영어 교재의 교수 절차
 III. 과업 기반 교수 절차와 교재 재구성 방안
  1. 과업의 정의와 특성
  2. 과업 기반 교수 절차
  3. 과업 기반 학습을 위한 교재 재구성 전략
  4. 과업 기반 교수 절차의 적용 실례
 IV. 결론
 인용문헌
 Abstract

키워드

저자

• 김영현 [ Kim Young Hyun | 광주교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820