영어교사의 과업중심 수업에 대한 인식과 활용
English teachers’ views on and use of tasks
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The aim of this study is to identify English teachers' use of tasks and views on task-based language teaching (TBLT) within Korean ELT context. A total of 71 teachers participated in a questionnaire survey. Among them, 24 were working at primary and secondary schools and 47 were at private academy. And 35 were experienced and 36 were novice teachers with less than three years' teaching experience. The results of the analysis show that most of the respondents admitted the effectiveness of TBLT as a way of English teaching because it could contribute to meaningful learning and develop learners' English communicative competence. They thought that TBLT would be more appropriate for teaching speaking and listening rather than for reading and writing skills. Based on the findings, it is suggested that in order to generate learners' meaningful interactions and active involvements in an English classroom more various teaching tasks should be designed and provided for teachers.
Abstract
The aim of this study is to identify English teachers' use of tasks and views on task-based language teaching (TBLT) within Korean ELT context. A total of 71 teachers participated in a questionnaire survey. Among them, 24 were working at primary and secondary schools and 47 were at private academy. And 35 were experienced and 36 were novice teachers with less than three years' teaching experience. The results of the analysis show that most of the respondents admitted the effectiveness of TBLT as a way of English teaching because it could contribute to meaningful learning and develop learners' English communicative competence. They thought that TBLT would be more appropriate for teaching speaking and listening rather than for reading and writing skills. Based on the findings, it is suggested that in order to generate learners' meaningful interactions and active involvements in an English classroom more various teaching tasks should be designed and provided for teachers.
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