Study on Task-Based Language Teaching in L2 Pronunciation Development

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.

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