ScholarWorks@숙명여자대학교

초록

This study examines the effectiveness and significance of tasks in speaking classes by analyzing a case study of a lesson to a group of Korean-learning exchange students that used communicative language teaching (CLT), task-based language teaching (TBLT), and project-based language learning (PBLL). Based on the theoretical considerations presented in Chapter 2, the class design, execution, and evaluation of task-based speaking classes are presented in Chapters 3 and 4. The study discusses the class outline, syllabus, and model, purpose of the selected tasks, characteristics of each task, and it focuses on the class activity patterns of four of the tasks used in the lesson: “Talk about last week,” “V-log production,” “Creating a conversation and producing a video,” and “Oral presentation.” In addition, this paper proposes the following four suggestions for future speaking classes for this group of students in Chapter 5, based on student feedback on speaking tasks as well as the instructor’s self-evaluation: 1) Use the practice of various forms of speech. 2) Utilize various types of teaching models. 3) Allow students to use a limited amount of English, where necessary, as a medium between learners or as a resource for improving their target language. 4) Create a process-oriented systematic feedback method that allows students to monitor their progress based on a pre-assessment performed at the start of the course.

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