2. East meets West : TBLT in the Korean classroom Guam middle school, Lee, Miae

3. ▶ The situation in Korea : (1) too focused on forms and accuracy (2) not much experience to speak in English (3) lack of learner-centered environment.

4. ▶ Why TBLT in Korea?  “… language as a tool for communicating rather than as an object for study or manipulation” (Rod Ellis, 2003)  “If learners are to develop the competence they need to use a second language easily and effectively in the kinds of situations they meet outside the classroom they need to experience how language is used as a tool for communicating inside it.” (Rod Ellis, 2003)

5. (Continued)  “Engaging learners in task work provides a better context, …, ultimately provides better opportunities for language learning to take place.” (Jack C. Richards and Theodore S. Rodgers, 2001)  “Learners are actively involved in the learning process and they do all the work to complete the tasks.” (Nunan, 1999)

6. ▶ What is TBLT?  “Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” (Jack C. Richards and Theodore S. Rodgers, 2001)

7. ▶ What is a task? ““A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective.” (Bygate, Skehan, and Swain, 2001)

8. ▶ How to use TBLT in the classroom?

9. ▶ Learner-Centered :Peer-assessmentPeer-assessment

10. ▶ How did the students feel about TBLT and peer-assessment?

11. Self-ConfidenceSelf-Confidence Result MarchMay 1. I am a good language- learner. 33.5 2. I trust my feelings and emotions. 3.73.9 3. I like to study with my group members in class. 3.73.8 Total77.279.7

12. ▶ Conclusion (1) Students love TBLT. (2) Everybody is doing something. (3) Students learn what they are supposed to learn.

13. (Continued) (4) Even low-level students start to enjoy learning English.

14. Contact Information  E-mail : l3m3a9@yahoo.co.krl3m3a9@yahoo.co.kr  Homepage : myhome.naver.com/belief11