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

A Study of Task Sequencing and Differentiated Task Formation for Elementary School English Education

  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.