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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.752-770
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2021
Received 08 Jul 2021 Revised 20 Aug 2021 Accepted 27 Aug 2021
DOI: https://doi.org/10.15738/kjell.21..202108.752

과제기반 교수법에서의 영문법 교육에 대한 오해와 이해: 의미-형태 초점 기법과 과제 디자인을 통한 영문법 교육

이진화
중앙대
Misunderstandings and understandings of English grammar instruction in task-based language teaching: English grammar instruction via focus on form and task design
Jin-Hwa Lee
Professor, Department of English Education, Chung-Ang University jinhlee@cau.ac.kr


© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study attempted to clarify misunderstandings about grammar instruction in task-based language teaching (TBLT) by carefully examining tenets of TBLT and identifying sources of confusion. Arguing that focus on form which draws learners’ attention to language form in addition to meaning is central to TBLT, this study illustrated how grammar instruction can be integrated into the design and implementation of TBLT with concrete examples. In addition, this study introduced a cognitive approach to TBLT which claims that task design can lead to changes in learners’ attentional allocation and subsequent L2 performance. Based on the review of recent research on the effects of task characteristics on L2 language production, this study suggested ways to manipulate task characteristics to elicit desired English grammar learning.

Keywords:

task-based language teaching (TBLT), English grammar instruction, focus on form, task-supported language teaching, task design

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