초등학교 영어 수업의 과제 계열화 및 수준별 과제 구성 방안에 관한 연구

• 영문명: A Study of Task Sequencing and Differentiated Task Formation for Elementary School English Education
• 발행기관: 한국영어교과교육학회
• 저자명: 박정화(Park Jung-Hwa)
• 간행물 정보: 『영어교과교육』영어교과교육 제2권 제2호, 109~132쪽, 전체 24쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2003.09.01

영문 초록

  The purpose of this study is to investigate the effects of pedagogical tasks that are designed by manipulating task design features of two proposed dimensions of task complexity(Robinson, 2001a, 2001b) on language production, the degree of task completion and the learners" perception of task difficulty. To accomplish the goal of this study, the experiment was carried out in a task-based instruction. The participants of this study were statistically homogeneous two sixth grade classes from an elementary school. Simple and complex interactive tasks were designed by manipulating task design features of resource-directing dimensions, resource-depleting dimensions and two dimensions in combination. The effects of the three task types were compared and analyzed through several measures of language production, the degree of task completion and the learners" perception of task difficulty. In conclusion, it will be appropriate to adopt variables of the resource-directing dimensions or the resource-directing and the resource-depleting dimensions simultaneously in task sequencing and differentiated task formation for elementary school English education. However, variables of the resource-depleting dimensions should be adopted with those of the resource-directing dimensions according to interactions between variables.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구의 내용

Ⅴ. 연구 결과 분석 및 논의

Ⅵ. 결론 및 제언

참고문헌

키워드

과제 계열화(task sequencing) 수준별 과제 구성(differentiated task formation)