TBLT implementation and evaluation: English consonantal contrast learning for novice-level Korean EFL learners

초록

The study aimed to examine the extent to which Korean novice-level EFL learners effectively grasp English consonantal contrasts, [l, r] through task-based language teaching (TBLT). The study also investigates the applicability and effectiveness of TBLT and learners’ perception of TBLT in English pronunciation learning. The results revealed that the learners’ understanding of target sounds in TBLT class slightly enhanced in the post-test even though the improvement was not statistically significant. Nevertheless, the non-TBLT class showed a significant improvement in the post-test (t=2.859, p=0.493, p<.05). The results of the Likert-scale questionnaire and interview indicated that many novice-level learners considered the TBLT class challenging and unmotivated due to their low English proficiency, task difficulty, and unfamiliar student-centered classroom environment. In conclusion, teaching implications in Korean tertiary contexts were also discussed.

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