TBLT 적용 초등영어 교실수업 —관찰 분석과 실행 방안
Strategies for Implementing TBLT in Elementary School English Classrooms: Observing and Analyzing a TBLT-applied Lesson
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This paper aims to discuss the theoretical background of TBLT(Task-based Language Teaching) and analyze a TBLT-applied elementary school English lesson to help teachers implement TBLT in their classrooms. This provides them with an opportunity to recognize and acquire the details of the TBLT lesson including textbooks adaptation, tasks design and sequence, techniques, strategies, etc. under the premise that TBLT is an appropriate approach for realizing core competencies in the curriculum. First, the definitions of tasks and the features, principles and frameworks of TBLT and TSLT(Task-supported Language Teaching) are examined, so teachers can implement them appropriately in the classroom, alongside PPP(Present-Practice- Produce), the main approach reflected in the current textbooks. Then, the observed TBLT-applied lesson is analyzed in terms of Willis & Willis(2007)’s framework. In post-analysis interviews with the teacher C, some points identified in the process of the lesson are discussed as strategies for implementing TBLT in the classroom. In our EFL context, TBLT and TSLT as supplementary approaches to PPP can be usefully implemented in the classroom for higher and lower graders respectively.
Abstract
This paper aims to discuss the theoretical background of TBLT(Task-based Language Teaching) and analyze a TBLT-applied elementary school English lesson to help teachers implement TBLT in their classrooms. This provides them with an opportunity to recognize and acquire the details of the TBLT lesson including textbooks adaptation, tasks design and sequence, techniques, strategies, etc. under the premise that TBLT is an appropriate approach for realizing core competencies in the curriculum. First, the definitions of tasks and the features, principles and frameworks of TBLT and TSLT(Task-supported Language Teaching) are examined, so teachers can implement them appropriately in the classroom, alongside PPP(Present-Practice- Produce), the main approach reflected in the current textbooks. Then, the observed TBLT-applied lesson is analyzed in terms of Willis & Willis(2007)’s framework. In post-analysis interviews with the teacher C, some points identified in the process of the lesson are discussed as strategies for implementing TBLT in the classroom. In our EFL context, TBLT and TSLT as supplementary approaches to PPP can be usefully implemented in the classroom for higher and lower graders respectively.
참고문헌 (29)
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