연구 관점에서 본 과업 중심 언어 교육
Task-based language teaching in a research perspective
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Recent years have seen an enormous growth of interest in task-based language teaching. This interest has been motivated to a considerable extent by the fact that a task is a construct of equal importance to second language acquisition researchers and to language teachers. Tasks can provide a driving force for bringing together the various dimensions of language, communicative context, and the mental processes of individual learners that are key to second or foreign language learning. In terms of language teaching, tasks are viewed as learning contents and activities that provide learners with authentic opportunities to develop communicative competence and problem solving skills. In this perspective, this study attempted to review relevant references in terms of task-based language teaching and to provide some theoretical frameworks and practical suggestions for task-based research and language pedagogy. For this purpose, we examined, if tasks are aimed at developing holistic language abilities, how far tasks achieve this, in what ways, under what condition and why. Answers to these questions are important in practical terms and to further our understanding about the conditions and processes of classroom language learning. There are theoretical grounds and empirical evidence for believing that tasks might be able to offer all the opportunities for successful language learning, whoever the learners might be, and whatever the context.
Abstract
Recent years have seen an enormous growth of interest in task-based language teaching. This interest has been motivated to a considerable extent by the fact that a task is a construct of equal importance to second language acquisition researchers and to language teachers. Tasks can provide a driving force for bringing together the various dimensions of language, communicative context, and the mental processes of individual learners that are key to second or foreign language learning. In terms of language teaching, tasks are viewed as learning contents and activities that provide learners with authentic opportunities to develop communicative competence and problem solving skills. In this perspective, this study attempted to review relevant references in terms of task-based language teaching and to provide some theoretical frameworks and practical suggestions for task-based research and language pedagogy. For this purpose, we examined, if tasks are aimed at developing holistic language abilities, how far tasks achieve this, in what ways, under what condition and why. Answers to these questions are important in practical terms and to further our understanding about the conditions and processes of classroom language learning. There are theoretical grounds and empirical evidence for believing that tasks might be able to offer all the opportunities for successful language learning, whoever the learners might be, and whatever the context.
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