Earticle

초록

영어

This paper examines learner attitude toward task-based language learning and teaching in two different classes for middle school students. To compare the effectiveness of a form-focused task and a meaning-focused task in a task-based instruction context, this study measured a preliminary and a post English achievement tests, administrated a survey on the attitude towards their learning, and interviewed students, teaching assistants, and teachers. The results showed their different achievements and attitude levels between the form-focused task class and the meaning-focused task class over a period of three weeks. The form-focused task class increased students' language achievement score, but the students were less motivated than those in the meaning-focused task class. In contrast, the students in the meaning-focused task class were highly motivated by their task making a film and the skillful teacher who led them. Based on the results of the two different task-based classes, this paper discusses the factors that lead to a successful class with task-based learning and teaching. By exploring these elements, this paper suggests the educational implications for those who want to develop and implement a task-based language learning and teaching approach for middle school students.

목차

1. 서론
 2. 이론적 배경
  2.1 과제중심학습
  2.2 과제중심 학습 절차 및 방법
 3. 연구 방법
  3.1 연구 대상
  3.2 연구 도구
 4. 연구내용
  4.1 S교사 반의 심슨 가족(Simson Family) 일상 묘하하기
  4.2 H교사 반의『헤리 포터』영화 만들기
 5. 결과 및 논의
  5.1 영어 학습 성취도
  5.2 영어 학습에 대한 동기과 만족도
  5.3 면담
  5.4 원어민 교사와 보조교사 면담
 6. 결론 및 제언
 인용문헌
 Abstract

키워드

저자

• 박부남 [ Punahm Park | Duksung Women's University ]

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