과업중심 교수법에 대한 한국 고등학교 상급 영어능력 학습자들의 인식 및 태도

초록

There is a plethora of literature on the effectiveness of Task-based Instruction (TBI) both in ESL and EFL settings. No studies, however, deal specifically with whether advanced learners of English in Korea perceive TBI to be indeed effective. The purpose of this study is then to investigate how such students perceive TBI in English classrooms in a Korean high school, where students are more accustomed to teacher-fronted instruction. Forty-five students who are second-year English majors in a foreign language high school in Korea were shown various types of tasks and asked to fill out a questionnaire. The participants exhibited a varying degree of awareness of TBI and did not show preference for TBI, although they acknowledged its positive impact on their English ability development. One reason cited for not preferring TBI was the perception that TBI would not help them do well on the Korean Scholastic Ability Test. Pedagogical implications of these results are also discussed at the end of the study.

키워드