초록 열기/닫기 버튼
This study reviews the background and the framework of the task-based learning, and then tries to develop actual learning tasks in the computer-mediated communication contexts. This study discusses the definition of tasks such as the elements of tasks, and the five CMC tasks which were designed according to the elements of CMC tasks. To make the most use of the CMC environment, tasks using the Internet resources such as homepages, websites and authentic materials were suggested. These five tasks were made in accordance with the contents of the English textbook which was being used in the university; forty five students who majored in English Education participated in these CMC tasks for a period of once a week, which lasted up to the fifth weeks. Students’ perceived difficulties, interests, and usefulness of each task were surveyed through questionnaires. Internet resources like homepages, websites elicited students’ attention and interests. The authentic materials like the real maps of Korean streets offered chances for the students to work on real situations, beyond the modified materials of the textbook. When the task set the situation of real chatting, students felt flash, and it could help us make ‘real-world task’ beyond the ‘pedagogical task.’ Students wanted the realistic English chatting just as they were doing in real life, and the correction or post-task activities were required. With the findings of this study, the learning tasks which are suitable in the CMC were presented in the hope that the tasks will facilitate authentic and interactive CMC.
