Task-based Supplementation: Achieving High School Textbook Goals through Form-focused Interaction
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Despite various improvements in the 20th century, and in contrast to official educationalgoals, high school English teaching in Korea at the beginning of the 21st century remainstest-driven. The College Scholastic Ability Test, the epitome of high-stakes testing,continues to focus on reading and listening comprehension, as measured by un-piloted,low-order-thinking, multiple choice questions. Consequently, high school Englishclasses emphasize memory-based test-preparation, and skills-based textbooks containlengthy reading passages, which are often studied to the exclusion of more performanceorientedsections. In this extrinsically motivated and highly competitive situation,students who cannot rote-learn huge amounts of lexis and grammar quickly fall behindand turn off from learning English. This paper reports on a study which attempted to address this situation through astudent-centered, interactive approach to textbook supplementation. The aim was tomake the required curriculum content enjoyable, meaningful, and accessible for allstudents, by presenting it in an interactive context. This would show that languageperformance and education of the whole person can be promoted even in restrictive,test-driven situations, and that teachers can stimulate positive educational change fromthe bottom up.
Abstract
Despite various improvements in the 20th century, and in contrast to official educationalgoals, high school English teaching in Korea at the beginning of the 21st century remainstest-driven. The College Scholastic Ability Test, the epitome of high-stakes testing,continues to focus on reading and listening comprehension, as measured by un-piloted,low-order-thinking, multiple choice questions. Consequently, high school Englishclasses emphasize memory-based test-preparation, and skills-based textbooks containlengthy reading passages, which are often studied to the exclusion of more performanceorientedsections. In this extrinsically motivated and highly competitive situation,students who cannot rote-learn huge amounts of lexis and grammar quickly fall behindand turn off from learning English. This paper reports on a study which attempted to address this situation through astudent-centered, interactive approach to textbook supplementation. The aim was tomake the required curriculum content enjoyable, meaningful, and accessible for allstudents, by presenting it in an interactive context. This would show that languageperformance and education of the whole person can be promoted even in restrictive,test-driven situations, and that teachers can stimulate positive educational change fromthe bottom up.
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