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The Pros and Cons of Task-based Instruction in Elementary English Classes

Lee, Seung-Min
한국영어교육학회 (Korea Association Of Teachers Of English)|2005.06|영어교육 (English Teaching)|제60권 제2호|pp. 185-205

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주제분류영어와문학

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Abstract

The task has become a fundamental concept in teaching English as a second or foreign language. It is argued that engaging in tasks helps a learner develop target language skills in several advisable ways. For example, tasks can provide an opportunity not only to get a rich and comprehensible input of real language, but also to produce the target language to exchange meanings. However, there is a lack of studies which present a holistic analysis and evaluation of the interaction produced by tasks in real language classrooms. Thus, based on a database of lesson extracts in elementary English classes in Korea, this article attempts to discuss some advantages and disadvantages of the task- based approach to language teaching. The aim of this article is not to denigrate task- based instruction, but rather to balance the theoretical claims with textual evidence of the drawbacks encountered in real language classrooms. This article suggests that it would be unsound to take a strong task-based approach at the expense of the other varieties, especially in elementary English classes. It may be time to take a more holistic approach, and to examine dispassionately the pros and cons of task-based instruction, on the basis of the interactional evidence and its relationship to language learning process.

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