과업과 영어 학습

The purpose of this study was to investigate the processes and mechanisms of Task-based Language Instruction on English learning by means of an analysis of related studies conducted previously by other researchers. Those studies were analyzed in terms of task types, task conditions, and other factors and its effects on interactions and communicative competence. The task types elicited the different manners of interaction among learners and effects on communicative competence since the types of task demanded different linguistic performances. Information gap tasks and closed tasks especially encouraged the most of negotiation of meaning. Task conditions had significant effects on the interactions and communicative competence since task conditions affected task complexity. The structure of each task phase and supplementation of scaffolding devices could reduce the cognitive difficulty to the proper level of task complexity. Interactions and communicative competence was critically controlled by task conditions. The teacher related factors and the relation among interlocutors also had critical effects on interactions and communicative competence. These results showed that the interactions and effects of tasks could be different according to task types, task conditions, and other factors. It implies that application of Task-based Language Instruction needs the judicious decision considering task types, task conditions, and other factors.