Earticle

Background/Objectives: This paper aims to discuss the ways in which instructional design practices can be improved through the use of task-based learning and strategy-based instructional approaches. Methods/Statistical analysis: Recent studies on task-based language (TBL) and strategy-based approaches to language teaching were reviewed to discuss their implications for instructional design. Findings: The researchers found that task-based learning approaches can cultivate learner autonomy; however, it is necessary to provide the appropriate amount of scaffolding in order to ensure that learners do not construct false knowledge. Furthermore, strategies should also be taught to learners in order to become more successful learners. Some strategies include instructional strategies, like modeling, as well as learner strategies that involve recognizing lexical patterns and metacognitive strategies. Improvements/Applications: Through the implementation of TBL and SBI, instructional designers can create curricula that encourage learners to become more autonomous and effective foreign language learners.

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.

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This paper aims to examine some limitations of today’s English poetry classes and suggest more responsive ways of teaching poetry to college-level students in Korea. The number of English poetry classes in Korean universities has been rapidly decreasing because of students' low interest in literature and teachers' unchallenging poetry lessons. This research points out major weaknesses of previous strategies for teaching poetry and proposes the Task-Based Learning (TBL) method using digital texts to reinvigorate poetry classes. Digital texts, which are widely spreading through IT devices, are more responsive to shifting social trends and students' interests. The TBL method, which emphasizes student-centered learning through active class participation, motivates students to think creatively and independently. The TBL method and digital texts incorporated in English poetry classes are creative ways to encourage students' interests in poetry in the changing educational environment of our times.

본 연구는 한국어 쓰기 수업을 위해 과제와 과정을 결합한 교수-학습 전략과 쓰기 수업모형을 제시하는 것을 목적으로 한다. 쓰기는 일상생활에서 꼭 필요한 언어기능이다. 하지만 한국어 교육현장에서는 쓰기가 말하기의 보조적 역할을 수행한다는 인식과 쓰기 지도에 대한 전문성부족, 수업시간 내 글쓰기 시간 부족, 쓰기 과제의 부족 등의 문제로 인해 적절한 쓰기 수업이 이루어지지 않고 있다. 이에 본 연구는 표현영역으로서 쓰기의 중요성과 필요성을 살펴보고 한국어 교사가 체계적이고 효율적으로 한국어 쓰기 지도를 할 수 있도록 과정과 과제를 결합한 쓰기 수업전략과 수업모형을 제시하였다. 학습자의 글쓰기 전(全) 과정이 조정과피드백으로 이루어지는 과정 중심 접근의 쓰기교육 방식과 실제적인 맥락을 가진 쓰기 과제가 쓰기에 대한 학습자의 흥미와 참여를 독려하여 쓰기능력 향상에 기여할 것으로 기대한다.

This study aims to provide Teaching-Learning strategies and instructional modelcombined Task with Process based approaching for writing class. Writing is anessential skill in every day language with Speaking. But Writing class does notaccomplish properly in Korean language education by lack of understanding andrestrictions. This study expects that Process-based Writing which has an adjustmentand feedback in all writing process and real coherent Writing Tasks encourage theLearners's interest and participation to Writing activities. So that will make learner'sWriting skill improve. I suggest three teaching strategies-process based teachingstrategy, task based teaching strategy, interaction based teaching strategy- andinstructional Model combined Task with Process for efficient teaching in KoreanWriting.

The paper is to examine some problems and limitations of modern drama education, and to suggest more responsive teaching methods to university students. The number of drama classes in Korean universities has been continually decreasing because of students' undervalued literary tastes and teachers' unmotivated lessons. The goal of research is to investigate why we should study literary texts, what obstacles teachers have to overcome in a classroom, and what teaching methods could be most effective to innovate students' learning. Finally, the paper shows a model lesson of Death of a Salesman incorporated in TBL learning methods with audio­visual material on internet sites. The TBL method, which focuses on learner­centered learning through active class participation, could be a good way to off­set weakness of audio­visual classes. Students' independent learning with easily­accessible media materials could provide creative and challenging lesson to students in rapidly changing educational environment of IT era.