과업중심 교수법을 통한 중학생의 듣기능력 향상방안

Abstract

ABSTRACT

Improving Middle School Students' English Listening Competence through Task Based Approach

Woo-Ri Seo Advisor : Prof. Gui-seok Kim Ph.D. Major in English Language Education Graduate School of Education, Chosun University

The purpose of this paper is to examine how to improve listening competence through the task in classroom. To use English communicatively, it would be more important to teach listening skills than speaking. In communication, it appears that listening is prior to speaking. Task-based learning focuses on the completion of tasks which require students to work together, making use of the information that is provided. For this study, first, some literatures on task-based approach were reviewed as a theoretical background. Second, a teaching model and lesson plans were designed based on task-based learning activities for an experimental class. Then, they were implemented to forty of second graders of an middle school in Muan. The students were taught through task-based listening activities for 16 weeks. Finally, the results of an experiment were statistically analyzed by comparing the scores of a pre-test and those of a post-test. The students were evaluated in several categories such as English proficiency and interests and gender in English learning. The results are as follows. First, the students showed improvement in listening competence through task-based approach. Second, There were not differences between male students and female students in listening competence through task-based approach. Third, the low proficiency group showed more significant improvement in listening competence through task-based approach than the high and middle proficiency group. Finally, the task-based approach showed a more positive effect on student's affective domains. Based on the results of this study, task-based approach was effective in improving the students' listening competence. The low proficiency group showed more significant improvement in listening activities than the high and middle proficiency group, therefore, task-based listening is recommended as an effective teaching method for students with low proficiency level. In conclusion, it is necessary to develop various task-based listening activities in concordance with Korean students' interests and proficiency.