The purpose of this study is to investigate the constraints on implementing task-based language teaching (TBLT) and strategies that make TBLT feasible with novice second language (L2) learners in college. When the researcher (a bilingual teacher) struggled to implement tasks into traditional English courses with almost 210 novice undergraduates throughout three separate semesters, a number of constraints were identified for the task syllabus, and TBLT was modified and adapted to a localized college-level context. The study was conducted over three 16-week-semesters, and its process was recorded in field notes. The findings demonstrated that there were four major constraints on implementing TBLT: 1) irrelevant topics in the coursebooks, 2) novice learners’ writing dependence and limited use of the second language, 3) excessive use of the first language, and 4) an irrelevant examination system. As four strategies to adapt TBLT in a local college context, the following were practiced and suggested: 1) a needs analysis is necessary, 2) instead of task-supported language teaching, a new hybrid form of TBLT and presentation-practice-production might work, 3) teaching English in English is necessary but specifying strategies for selective use of first language (L1) is needed, and 4) relevant tests are necessary. It is hoped that these findings will enrich the actual process from adoption to adaptation of localized TBLT for novice L2 learners in Korean colleges.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Theoretical Concepts of Tasks and TBLT
    2.2. The PPP Method and Related Debate
    2.3. Pedagogical Constraints to Implementing TBLT
    2.4. Research Questions
3. METHODS
    3.1. Participants and Instructional Context
    3.2. Data Collection and Analysis
    3.3. Previous Traditional Instruction: Coursebook-Led Teaching with PPP
    3.4. Previous Task-Supported Language Instruction: Coursebook-Based Teaching with Tasks
    4. RESULTS
        4.1. TBLT Based on Needs Analysis for Irrelevant Topics in the Coursebook
        4.2. New Hybrid Form of TBLT and PPP for Writing-Dependent and Limited Use of L2
        4.3. TEE with a Selective Use of L1 for Students' Excessive Use of L1
        4.4. Inportance of Relevant Tests for Irrelevant Examinations
    5. DISCUSSION AND CONVLUSION
    REFERENCES

• Nayoung Kim(Inha University)