This paper describes the implementation of a task-based approach in an advanced Korean language program, the Flagship MA program in the Korean Language Flagship Center (KLFC) at the University of Hawaii at Mānoa (UHM). The paper will introduce seven stages of Task-based Language Teaching (TBLT) and how KLFC implements these stages in its MA program (i.e., Needs analysis, target task types, pedagogic tasks, sequencing tasks, appropriate methodology and pedagogy, assessments, and program evaluation, Long 1998). Some key principles of learning by doing, providing rich input, focus on form, negative feedback, and individualized instruction will also be discussed with regard to how these are incorporated in the program. The courses of the KLFC MA program and some of the materials will be introduced. These sample materials will show the interconnectivity of the series of pedagogic tasks, which will lead to a successful performance of a target task at the end of the week and eventually in the real target tasks. The main focus of the study is real TBLT classes and their components, not TBLT theory per se, although some part of it will be discussed in the explanations of the materials and program.

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