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Challenges and Trials: Implementing Localized TBLT for Novice L2 Learners Throughout Three Semesters

김나영
한국영어교육학회 (Korea Association Of Teachers Of English)|2019.09|영어교육 (English Teaching)|제74권 제3호|pp. 113-139

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키워드

longitudinal studyPPPneeds analysisimplementing TBLTlocalized tasksnovice L2 learners
주제분류영어와문학

초록

The purpose of this study is to investigate the constraints on implementing task-based language teaching (TBLT) and strategies that make TBLT feasible with novice second language (L2) learners in college. When the researcher (a bilingual teacher) struggled to implement tasks into traditional English courses with almost 210 novice undergraduates throughout three separate semesters, a number of constraints were identified for the task syllabus, and TBLT was modified and adapted to a localized college-level context. The study was conducted over three 16-week-semesters, and its process was recorded in field notes. The findings demonstrated that there were four major constraints on implementing TBLT: 1) irrelevant topics in the coursebooks, 2) novice learners’ writing dependence and limited use of the second language, 3) excessive use of the first language, and 4) an irrelevant examination system. As four strategies to adapt TBLT in a local college context, the following were practiced and suggested: 1) a needs analysis is necessary, 2) instead of task-supported language teaching, a new hybrid form of TBLT and presentation-practice-production might work, 3) teaching English in English is necessary but specifying strategies for selective use of first language (L1) is needed, and 4) relevant tests are necessary. It is hoped that these findings will enrich the actual process from adoption to adaptation of localized TBLT for novice L2 learners in Korean colleges.

Abstract

The purpose of this study is to investigate the constraints on implementing task-based language teaching (TBLT) and strategies that make TBLT feasible with novice second language (L2) learners in college. When the researcher (a bilingual teacher) struggled to implement tasks into traditional English courses with almost 210 novice undergraduates throughout three separate semesters, a number of constraints were identified for the task syllabus, and TBLT was modified and adapted to a localized college-level context. The study was conducted over three 16-week-semesters, and its process was recorded in field notes. The findings demonstrated that there were four major constraints on implementing TBLT: 1) irrelevant topics in the coursebooks, 2) novice learners’ writing dependence and limited use of the second language, 3) excessive use of the first language, and 4) an irrelevant examination system. As four strategies to adapt TBLT in a local college context, the following were practiced and suggested: 1) a needs analysis is necessary, 2) instead of task-supported language teaching, a new hybrid form of TBLT and presentation-practice-production might work, 3) teaching English in English is necessary but specifying strategies for selective use of first language (L1) is needed, and 4) relevant tests are necessary. It is hoped that these findings will enrich the actual process from adoption to adaptation of localized TBLT for novice L2 learners in Korean colleges.

참고문헌 (41)

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관련 논문AI추천

Employing TBLT at a Military-Service Academy in Korea: Learners’ Reactions to and Necessary Adaptation of TBLT박기찬한국영어교육학회 · 영어교육2016 · 제71권 제4호Korean College Students’ and a Teacher-Participant’s Reactions to TBLT고명희한국영어교육학회 · 영어교육2008 · 제63권 제3호Some Reflections on Task-Based Language Teachingin a High School EFL Class김성애한국영어교과교육학회 · 영어교과교육2013 · 제12권 제3호Implementing task-based language teaching to teach grammar in a Korean college context이윤경언어과학회 · 언어과학연구2022 · 제101호Performance Evaluation in Task-based Language Teaching:Suggested Procedures for EFL Classes김성애팬코리아영어교육학회 · 영어교육연구2013 · 제25권 제4호TBLT implementation and evaluation: English consonantal contrast learning for novice-level Korean EFL learners이윤경언어과학회 · 언어과학연구2024 · 제108호

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