This study aims to investigate differences between task-based learning and teaching (TBLT) and storytelling-based learning and teaching (SBLT), focusing on teaching interaction in Korean elementary schools. The present study is motivated by the realization of the effects of teaching English by telling stories in comparison with TBLT, which has been effectively implemented in language classrooms. This study investigates eight task-based classrooms and eight storytelling-based classrooms in conjunction with teacher interviews. The findings indicate that frequencies of teacher talk and L1 interaction are significantly higher in TBLT than those in SBLT, and frequencies of other utterance types are significantly different between the two. These distinctions result in the two main interaction patterns for TBLT and SBLT, respectively. In addition, the interviews with teachers indicate that the atmosphere of TBLT classroom interaction has a tendency to be competent, and that of SBLT has a tendency to be enjoyable.

‘이야기 구술하기’는 서사적 구조 속에 줄거리를 가지고 있고, 줄거리가 시간적 흐름에 따라 진행되며, 발화자는 청자의 반응을 고려하여 이야기를 재구성하여 전달하는 과정을 거치는 활동이므로, 한국어 말하기 수업에 이러한 이야기 구술하기 활동을 적용함으로써 말하는 속도, 억양 등 학습자의 말하기 능력이 자연스럽게 향상될 수 있을 것으로 기대하고 실험을 진행하였다. 실험 결과 ‘이야기 구술하기’를 말하기 활동으로 실시한 실험집단이 다른 말하기 활동을 실시한 통제집단보다 말하기 평가에서 정확성과 유창성 모두 더 높은 점수를 받았음을 알 수 있었다.