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

초록

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.

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