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.

Abstract
1. INTRODUCTION
2. THEORETICAL BACKGROUND
3. METHOD
4. RESULTS
5. DISCUSSION
6. CONCLUSION
REFERENCES
APPENDIX

• SungKyung Kim(International Graduate School of English)