Implementation of an Uncontrolled, Real-World Task: Vocabulary Learning Opportunities and Students' Perceptions

Autor/inn/en	Kim, YouJin; Kang, Sanghee; D'Arienzo, Meredith
Titel	Implementation of an Uncontrolled, Real-World Task: Vocabulary Learning Opportunities and Students' Perceptions
Quelle	In: Modern Language Journal, 105 (2021) 4, S.957-979 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, YouJin) ORCID (D'Arienzo, Meredith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12742
Schlagwörter	Task Analysis; Vocabulary Development; Second Language Learning; Second Language Instruction; Teaching Methods; Case Studies; Video Technology; Student Attitudes; Historic Sites; English (Second Language); Foreign Countries; Language Usage; Field Trips; Adolescents; South Korea + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Schülerverhalten; Historische Stätte; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachgebrauch; Exkursion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korea; Republik
Abstract	Task-based research has shown the benefits of using tasks in various instructional contexts across different age groups. Although task-based language teaching promotes language learning through authentic real-world tasks, previous research has mainly used controlled pedagogic tasks. The current exploratory, intact-classroom, multi-case study examined the extent to which 13 Korean adolescent learners of English used and learned new English lexical items while carrying out an uncontrolled, real-world, multimodal, video-creation task. It further investigated students' perceptions of performing such a task. Target items included 93 English lexical items that appeared in realia at a historical site in Korea. The video-creation task was carried out over 5 days and included pretask planning, a field trip to the Korean historical site, and creation of a travel guide video for the site in a computer lab. Students' interactions were recorded digitally. Results revealed that the degree of target-item production varied by participant, but overall target lexical items were not greatly used by students. Students' perceptions of the benefits of the uncontrolled, real-world task seemed to relate to task-as-process, which was directly influenced by learner-generated workplans. Pedagogical implications for designing and implementing real-world tasks requiring task performance inside and outside of the classroom are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01