원문정보
Learner attitude towards a form-focused task and a meaning-focused task
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
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