형태초점 과제학습과 의미중심 과제학습에 대한 학습자의 태도
Learner attitude towards a form-focused task and a meaning-focused task
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This paper examines learner attitude toward task-based language learning and teaching in two different classes for middle school students. To compare the effectiveness of a form-focused task and a meaning-focused task in a task-based instruction context, this study measured a preliminary and a post English achievement tests, administrated a survey on the attitude towards their learning, and interviewed students, teaching assistants, and teachers. The results showed their different achievements and attitude levels between the form-focused task class and the meaning-focused task class over a period of three weeks. The form-focused task class increased students' language achievement score, but the students were less motivated than those in the meaning-focused task class. In contrast, the students in the meaning-focused task class were highly motivated by their task making a film and the skillful teacher who led them. Based on the results of the two different task-based classes, this paper discusses the factors that lead to a successful class with task-based learning and teaching. By exploring these elements, this paper suggests the educational implications for those who want to develop and implement a task-based language learning and teaching approach for middle school students.
Abstract
This paper examines learner attitude toward task-based language learning and teaching in two different classes for middle school students. To compare the effectiveness of a form-focused task and a meaning-focused task in a task-based instruction context, this study measured a preliminary and a post English achievement tests, administrated a survey on the attitude towards their learning, and interviewed students, teaching assistants, and teachers. The results showed their different achievements and attitude levels between the form-focused task class and the meaning-focused task class over a period of three weeks. The form-focused task class increased students' language achievement score, but the students were less motivated than those in the meaning-focused task class. In contrast, the students in the meaning-focused task class were highly motivated by their task making a film and the skillful teacher who led them. Based on the results of the two different task-based classes, this paper discusses the factors that lead to a successful class with task-based learning and teaching. By exploring these elements, this paper suggests the educational implications for those who want to develop and implement a task-based language learning and teaching approach for middle school students.
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