Earticle

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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The purpose of this study is to present a systematic instructional/learning platform for subtitle translation to prepare students for an emerging market that demands expertise and technological skills. A sample lesson based on the flipped classroom and task-based cooperative learning approach is proposed as an example. The lesson plan is designed for a translation course for eighteen English major students at the undergraduate level in the spring of 2023. Materials for the flipped lesson include demonstration videos of subtitling rules/conventions and software manipulation for students to view in advance. In the classroom, undergraduate students engaged in task-based cooperative learning to create translated subtitles for two sitcom episodes using subtitling software. Condensation, a translation strategy crucial in subtitle translation, is discussed in connection with one of the key principles of translation: deverbalization and reformulation. A detailed step-by-step lesson plan in which new technological advancements are incorporated into the audio-visual translation learning environment is outlined. A categorized analysis of the end-product is presented to the students followed by a viewing of the two subtitled sitcom episodes as the final step of the lesson. Limitations and implications of the study are also presented.

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.

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.

This paper is to investigate some of the weaknesses associated with literature reading courses specifically focused on class purposes, teaching methodologies, and textbooks. The traditional literature class in Korea is mainly concerned with critical views of literary works. For students, however, it would seem that their ultimate goal mainly concerns improving their language proficiencies for practical purposes. Furthermore, some language courses place a heavy emphasis on pure language practices totally ignoring the social and cultural factors of the target languages. Another area requiring improvement is the selection of texts for literature classes in Korea. These are usually selected because of the fact that they are large-scale or widely recognized works. They are frequently inappropriate for students' language levels and learning motivations. The research suggests that we need to improve college literature reading class with task-based learning methods and short story books. The TBL learning method leads students to accomplish tasks based on literature texts because they enable students to become familiar with not only the language usage aspects but also the social and cultural background of the language. The TBL learning method is in fact more suitable to L2 learners who are in need of in-depth reading comprehension and practical language skills. Short stories incorporated in the TBL courses provide both efficient reading as well as a variety of cultural background. They also could be convenient and flexible teaching materials for teachers who have to cover diverse reading topics in a limited time.

현대사회가 주목하는 21세기 읽기역량 계발을 위하여 과제 기반 다문서읽기활동에서 학습독자의 읽기 목적이 지닌 위상에 대하여 이론적으로 탐색하고, 2015 개정 국어과 교육과정 초등학교 국어교과서 독서 단원을 대상으로 지도가능성을검토하였다. 의미구성 관점 기반 단문서 읽기활동과 비교할 때 문제해결탐구 기반다문서 읽기활동에서는 학습독자의 읽기 목적에 따라 학습독자의 배경지식 활용과다문서 선별이 적극적으로 이루어진다. 따라서 교과서나 교사에 의해 주어지는 것이아니라 학습독자가 능동적으로 다문서 읽기 목적을 수립하는 능력이 요구되므로, 읽기 전 활동 단계에서 읽기과제의 텍스트 관련성 분석을 통하여 읽기 목적을 수립하거나, 학습독자가 생성한 질문을 기반으로 읽기 목적을 수립하도록 지도할 필요가 있다. 이런 맥락에서 학습독자에게 책 선택권과 자율권을 제공하고 학생질문생성을 구현하며 국어과목과 다른 과목과의 통합 운영을 권고하고 있는 2015 개정 국어과 교육과정초등학교 국어교과서 독서 단원을 대상으로, 학습독자의 읽기 목적 수립 지도가 가능한 사례를 추출하여 읽기과제의 관련성 분석이나 학습독자의 질문생성을 통한 읽기목적 수립 지도에 대해 논의하였다.

The purpose of this paper is to explore the learning readers’s reading goal teaching and multiple documents reading for problem solving inquiry task, because modern society emphasizes reading competencies as a problem-solving inquiry ability. In comparison with constructive perspective, intensive reading, and single text reading instruction, recent reading perspective focus on extensive reading in social context and multiple documents reading for problem solving inquiry. In multiple documents reading situation, learning readers should analyze reading context, then set a purpose for reading, and read selectively according to awareness of text relevance and self questioning for reading multiple documents. In this context, this paper pays attention to elementary school Korean language textbook’s reading units in 2015 revised Korean language curriculum, specialized for intensive and extensive reading activities. They provide readers with choice and autonomy, implement students self questioning, and recommend integrated management of Korean language courses with other subjects. So 2015 revised Korean language curriculum elementary reading units were analyzed based on the criteria of multiple documents’ reading, reading context, text relevance instruction, creative expression activities. According to the analysis, current reading units need to be improved in next textbook developments. Nevertheless, there is a possibility of complement in current reading unit how it work, then this paper proposes reconstruction lesson plans across korean language textbook’s content area reading units and other subject matters.

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.