과제중심 언어학습에 대한 대학생들의 인식과 태도: 형태초점 과제와 형태 비초점 과제
Task-based language learning: Students’ attitudes to and perceptions of form-focused tasks and form-unfocused tasks
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This paper examines students’ attitudes to and perceptions of task-based learning in an EFL college setting. The assessment of ‘form-focused tasks versus unfocused tasks’ (Nunan, 2004) was based on a 12 week task-based English program designed to improve the students interaction and communication in English. To evaluate the effectiveness of the form-focused tasks and unfocused tasks in the EFL context, the author administrated surveys on the learner needs before the program, students’ attitude towards their learning, and measured student achievement both prior to and at the end of the program. For the in-depth analysis, the author interviewed a student focus group and a teacher focus group. The results showed that the program was effective in increasing students’ achievement scores and enhancing their confidence in communicating with native speakers. However, the attitude toward form-focused tasks and form-unfocused tasks was different according to the students language proficiency. It seems that task-based language learning and teaching requires specific alterations in instructional roles and student learning roles to make the task language learning successful for university students.
Abstract
This paper examines students’ attitudes to and perceptions of task-based learning in an EFL college setting. The assessment of ‘form-focused tasks versus unfocused tasks’ (Nunan, 2004) was based on a 12 week task-based English program designed to improve the students interaction and communication in English. To evaluate the effectiveness of the form-focused tasks and unfocused tasks in the EFL context, the author administrated surveys on the learner needs before the program, students’ attitude towards their learning, and measured student achievement both prior to and at the end of the program. For the in-depth analysis, the author interviewed a student focus group and a teacher focus group. The results showed that the program was effective in increasing students’ achievement scores and enhancing their confidence in communicating with native speakers. However, the attitude toward form-focused tasks and form-unfocused tasks was different according to the students language proficiency. It seems that task-based language learning and teaching requires specific alterations in instructional roles and student learning roles to make the task language learning successful for university students.
참고문헌 (24)
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