Task-in-process During Information-gap Activities in Korean Middle School English Classrooms
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초록
A growing number of task-based learning (TBL) research has employed a processoriented research framework to analyze second language data in L2 classrooms using a task-in-process vs. task-as-workplan dichotomy (e.g., Seedhouse, 2004). Adopting the task-in-process framework, the current study analyzes how students in Korean EFL classrooms interact during information gap task activities. How do sequences of interaction during information gap tasks differ from the task-as-workplan? What are the specific institutional goals that the participants orient to while completing these tasks? This article attempts to answer these questions by analyzing the interactions that occur during a series of information gap tasks performed by different groups of Korean middle school students. The findings show how information gap tasks create minimized and truncated sequences that are different from the task-as-workplan as well as from how people would interact in ordinary conversation. Rather than promoting more talk by engaging in negotiation of meaning, learners engaged in a series of completion-oriented sequences to find the correct response in the most efficient way possible. The paper ends with suggestions for improving the design of tasks in pedagogical settings.
Abstract
A growing number of task-based learning (TBL) research has employed a processoriented research framework to analyze second language data in L2 classrooms using a task-in-process vs. task-as-workplan dichotomy (e.g., Seedhouse, 2004). Adopting the task-in-process framework, the current study analyzes how students in Korean EFL classrooms interact during information gap task activities. How do sequences of interaction during information gap tasks differ from the task-as-workplan? What are the specific institutional goals that the participants orient to while completing these tasks? This article attempts to answer these questions by analyzing the interactions that occur during a series of information gap tasks performed by different groups of Korean middle school students. The findings show how information gap tasks create minimized and truncated sequences that are different from the task-as-workplan as well as from how people would interact in ordinary conversation. Rather than promoting more talk by engaging in negotiation of meaning, learners engaged in a series of completion-oriented sequences to find the correct response in the most efficient way possible. The paper ends with suggestions for improving the design of tasks in pedagogical settings.
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