CAJ | 학술논문

任务型教学法主张语言学习者在教室环境下通过使用语言完成指定的任务就可获得语言交际能力，而语法能力语言学习者可以通过自身的自我调控系统内化。换言之，语言的形式和意义在语言学习过程中是分离的。然而，在认知语言学视角下，这个看似鼓舞人心的语言教学法是不可行的。本文从图形-背景理论视角出发，通过分析任务型教学法的三个主要理论假设，就任务型教学法在语言教学或学习实践中的可行性提出质疑。
임무형교학법주장어언학습자재교실배경하통과사용어언완성지정적임무취가획득어언교제능력，이어법능력어언학습자가이통과자신적자아조공계통내화。환언지，어언적형식화의의재어언학습과정중시분리적。연이，재인지어언학시각하，저개간사고무인심적어언교학법시불가행적。본문종도형-배경이론시각출발，통과분석임무형교학법적삼개주요이론가설，취임무형교학법재어언교학혹학습실천중적가행성제출질의。
The task-based approach advocates argue that lan-guage learners can acquire communicative competence by using the target language to accomplish the prefabricated task in the classroom environment while grammatical competence can be in-ternalized by language learners through their own self-regulating system. In other words, the form and meaning within language are separated during the process of language learning under this ap-proach. However, this seemingly inspiring approach is not work-able from the perspective of cognitive linguistics. This paper challenges the workability of the Task-based Approach in lan-guage teaching or learning practice through analyzing three main theoretical assumptions proposed by this approach from the per-spective of the figure-ground theory.