Study on Task-Based Language Teaching in L2 Pronunciation Development

• 영문명: Study on Task-Based Language Teaching in L2 Pronunciation Development
• 발행기관: 현대문법학회
• 저자명: 이윤경(Youn-Kyoung Lee)
• 간행물 정보: 『현대문법연구』제122호, 171~188쪽, 전체 18쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2024.06.30

국문 초록

The study aimed to assess how well novice- and intermediate-level Korean L2 learners understood English consonantal contrasts, specifically [l, r], through task-based language teaching (TBLT). It also explored the learners' perceptions of this approach in the context of learning English pronunciation. Results indicated a significant development (t=2.497, p=0.047, p<.05) in the intermediate-level learners’ understanding of the target sound in the TBLT class after the intervention. However, there was only a slight improvement in the novice-level learners' comprehension in the TBLT class, and this improvement was not statistically significant. In contrast, the non-TBLT class in the novice-level showed a significant improvement in the post-test results (t=2.858, p=0.041, p<.05). Feedback from the questionnaire and interview revealed that most intermediate learners found the TBLT class motivating, interesting, and effective for learning confusing target English pronunciation. On the contrary, many novice learners found the TBLT class challenging and demotivating due to their low English proficiency, the difficulty of the tasks, and the unfamiliar student-centered classroom environment. The study concluded with a discussion on the implications of these findings for teaching practices in Korean tertiary education settings.

목차

1. Introduction

2. Review of Literature

3. Methodology

4. Results

5. Discussion and Conclusion

References

키워드

task-based language teaching L2 pronunciation development English consonantal contrast Korean EFL college context