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YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: YÖNTEM SONRASI DÖNEM

Year 2019, Volume: 59 Issue: 2, 1057 - 1086, 01.01.2019

Abstract

Çok kültürlülüğün ve buna bağlı olarak çok dilliliğin yaygın olduğu günümüz dünyasında, insanlar arasında iletişim kurmak ve bunun için de ikinci bir dili öğrenmek önemli hale gelmiştir. İkinci dili öğretirken de, hangi öğretim yönteminin uygulanması gerektiği her zaman sorun olmuştur. Yabancı dil öğretiminde neden başarılı olunamadığı ya da daha iyi bir dil öğretiminin nasıl gerçekleştirilebileceği konusundaki düşünceler, kuramcıları ya da dil öğreticilerini sürekli bir yöntem arayışına itmiştir. Bu çalışmada, yabancı dil öğretiminde yöntem sorunu ele alınmıştır. Yabancı dil öğretimini gerçekleştirmek için öğrenme-öğretme sürecinde geçmişten bugüne oluşturulan ve uygulanan yöntemler üzerinde durulmuş; yöntemin gerekliliği tartışılmış; postmodernizmin etkisinde gelişen yöntem sonrası dönem algısı ve bu yeni paradigmanın uygulanabilirliği konusunda bilgi verilmiş ve eğitimin paydaşlarının değişen rolleri ortaya konulmuştur.

References

  • Adrang, Danial ve Mohammad Reza Oroji. “An Introduction on Post-Method Condition”. Journal of Applied Linguistics and Language Research 4. 5 (2017): 150-156.
  • Akbari, Ramin. “Postmethod Discourse and Practice”. TESOL Quarterly 42. 4 (2008): 641-652.
  • Alemi, Maedeh ve Tavakoli, Ehteramsadat. “Audio Lingual Method”. 3rd International Conference on Applied Research in Language Studies. Tehran: University of Tehran, 2016.
  • Allwright, Dick. “Exploratory Practice: An “Appropriate Methodology” for Language Teacher Development?” 8th IALS Symposium for Language Teacher Educators. Edinburgh, Scotland, 2000.
  • --. “Exploratory Practice: Rethinking Practitioner Research in Language Teaching”. Language Teaching Research 7. 2 (2003): 113–141.
  • Allwright, Dick ve Kathleen M. Bailey. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge, England: Cambridge University Press, 1991.
  • Anthony, Edward M. “Approach, Method, and Technique”. ELT Journal 17. 2 (1963): 63-67.
  • Arıkan, Arda. “Postmethod Condition and Its Implications for English Language Teacher Education”. Journal of Language and Linguistic Studies 2. 1 (2006): 1- 11.
  • Banegas, Darío Luis ve diğerleri, eds. English language teaching in the post-methods era: Selected papers from the 39th FAAPI Conference. Santiago del Estero: APISE, 2014.
  • Bell, David M. “Method and Postmethod: Are They Really So Incompatible?” TESOL Quarterly 37. 2 (2003): 325-335.
  • Blackburn, James. “Understanding Paulo Freire: Reflections on the Origins, Concepts, and Possible Pitfalls of His Educational Approach”. Community Development Journal 35. 1 (2000): 3-15.
  • Block, David. “An Exploration of the Art and Science Debate in Language Education”. Reflections on language and language learning: In honour of Arthur Van Essen. Ed. Marcel Bax ve C. Jan-Wouter Zwart. Amsterdam: John Benjamins, 2001. 63-74.
  • Brown, H. Douglas. “English Language Teaching in the “Post–Method” Era: Toward Better Diagnosis, Treatment and Assessment”. Methodology in Language Teaching: An Anthology of Current Practice. Ed. Jack C. Richards ve Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 9-18.
  • Cadario, Elisa. “Eclecticism in the “New” Foreign Language Classroom: Re-Think- Ing Practices and Developing an Awareness of Context in Teacher Training College”. English Language Teaching in the Post-Methods Era: Selected Papers from the 39th FAAPI Conference. Ed. Darío Luis Banegas, Mario López-Barrios, Melina Porto ve María Alejandra Soto. Santiago del Estero: APISE, 2014. 28- 38.
  • Campbell, Christine M. ve Deanna Tovar. “Foreign Language Teaching Methodology at DLI 1985 to Present”. Dialogue on Language Instruction 18. 1 (2007): 69-75.
  • Can, Nilüfer. “Post-Method Pedagogy: Teacher Growth Behind Walls”. Proceedings of the 10th METU ELT Convention. Ankara: ODTÜ, 2009. Web. 11 Ağustos 2019.
  • Canale, Michael ve Merrill Swain. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing”. Applied Linguistics 1. (1980): 1-47.
  • Celce-Murcia, Marianne, Zoltán Dörnyei ve Sarah Thurrell. “Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching”. TESOL Quarterly 31. 1 (1997): 141-152.
  • Coleman, Hywel. “Autonomy and Ideology in the English Language Classroom”. Society and the Language Classroom. Ed. Hywel Coleman. Cambridge: Cambridge University Press, 1996. 1-16.
  • Eusafzai, Hamid Ali Khan. “Foreign English Language Teachers’ Local Pedagogy”. English Language Teaching 8. 5 (2015): 82-93.
  • Fahim, Mansoor ve Reza Pishghadam. “Postmodernism and English Language Teaching”. Iranian Journal of Applied Language Studies 1. 2 (2011): 27-54.
  • Finch, Andrew Edward. “Postmodernism in TEFL: An Overview”. Processes and Process-Orientation in Foreign Language Teaching and Learning. Ed. Wai Meng Chan, Kwee Nyet Chin, Masanori Nagami ve Titima Suthiwan. Boston: Walter de Gruyter, 2011. 41-64.
  • Freeman, Donald. “Redefining the Relationship between Research and What Teachers Know”. Voices from the Language Classroom. Ed. Kathleen M. Bailey ve David Nunan. New York: Cambridge University Press, 1996. 88-115.
  • Hargreaves, Andy. Changing Teachers, Changing Times. New York: Teachers College Press, 1994.
  • Higgs, Theodore V., ed. Teaching for Proficiency, The Organizing Principle. Lincolnwood, IL: National Textbook, 1984.
  • Huda, Mohammad Emdadul. “Post-Method Pedagogy and ELT in Bangladesh”. Global Journal of Human Social Science 13. 7 (2013): 7-14.
  • Islam, A. B. M. Shafiqul ve Israt Jahan Shuchi. “Deconstruction of Method- Postmethod Dialectics in English Language Teaching”. Journal of Language Teaching and Research 8. 3 (2017): 539-547.
  • Jacobs, George M. ve Thomas S. C. Farrell. “Paradigm Shift: Understanding and Implementing Change in Second Language Education”. TESL-EJ 5. 1 (2001): A- 1.
  • Kaimvand, Parisa Naseri, Gholam Reza Hessamy ve Fatemeh Hemmati. “Postmethod Education: Its Applicabilty and Challenges in Iran”. International Journal of Asian Social Science 6. 1 (2016): 21-34.
  • Khany, Reza ve Rahil Darabi. “ELT in Iran: Reflection of the Principles-Based and Post-Method Pedagogy in Language Teaching”. Procedia-Social and Behavioral Sciences 98 (2014): 908-916.
  • Khattak, Ibrahim ve M. Asrar. “Stages of Language Acquisition in the Natural Approach to Language Teaching”. Sarhad Journal of Agriculture 23. 1 (2007): 251-255.
  • Kohn, Alfie. No Contest: The Case Against Competition. New York: Houghton Mifflin Company, 1992.
  • Kumaravadivelu, B. “Critical Language Pedagogy: A Postmodern Perspective on English Language Teaching”. World Englishes 22. 4 (2003): 539-550.
  • --. “TESOL Methods: Changing Tracks, Challenging Trends”. TESOL Quarterly, 40. 1 (2006): 59-81.
  • --. “The Postmethod Condition: (E)Merging Strategies for Second/Foreign Language Teaching”. TESOL Quarterly 28. 1 (1994): 27-48.
  • --. “Toward a Postmethod Pedagogy”. TESOL Quarterly 35. 4 (2001): 537-560.
  • Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2000.
  • Long, Michael H. ve Graham Crookes. “Three Approaches to Task-Based Syllabus Design”. TESOL Quarterly, 26. 1 (1992): 27-56.
  • Mardani, Mahdi ve Elmira Moradian. “Post-Method Pedagogy Perception and Usage by EFL Teachers and Learners and Its Limitations, Symbols and View Points”. International Journal of Language Learning and Applied Linguistics World 11. 1 (2016): 75-88.
  • Marzban, Amir ve Fatemeh Karimi. “Applicability of CLT and Postmethod Pedagogy in Iranian Context of ELT: Expert Teachers’ Perspectives”. Turkish Online Journal of Qualitative Inquiry (TOJQI) 9. 1 (2018): 47-69.
  • Masouleh, Nima Shakouri. “From method to Post Method: A Panacea ”. English Language Teaching 5. 4 (2012): 65-73.
  • Moghadam, Javad Nabizadeh ve Seyyed Mohammad Reza Adel. “The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners”. Theory and Practice in Language Studies 1. 11 (2011): 1643-1654.
  • Nagaraj, Geetha. English Language Teaching: Approaches, Methods and Techniques. Himayatnagar: Orient Longman, 2005.
  • Nunan, David. “Communicative Tasks and the Language Curriculum”. TESOL Quarterly 25. 2 (1991): 279-295.
  • Oprandy, Robert. “Jane Jacobs: Eyes on the City”. Expanding Our Vision: Insights for Language Teachers. Ed. David Mendelsohn. Toronto, Ontario, Canada: Oxford University Press, 1999. 41-59.
  • Prabhu, N. S. “There is No Best Method-Why?”. TESOL Quarterly 24. 2 (1990): 161- 176.
  • Richards Jack C. ve Willy A Renandya. Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press, 2002.
  • Richards, Jack C. “Beyond Methods”. The Language Teaching Matrix. Ed. Jack C. Richards. Cambridge: Cambridge University Press, 1990. 35-49.
  • --. The Context of Language Teaching. Cambridge: Cambridge University Press, 1985.
  • Richards, Jack C. ve Theodore S. Rodgers. Approaches and Methods in Language Teaching: A Description and Analysis. New York, NY: Cambridge University Press, 2001.
  • Safari, Parvin ve Nasser Rashidi. “A Move Towards Postmethod Pedagogy in the Iranian EFL Context: Panacea or More Pain?” PASAA: Journal of Language Teaching and Learning in Thailand 50 (2015): 95-124.
  • Scarcella, Robin ve Rebecca Oxford. Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston, MA: Heinle & Heinle, 1992.
  • Sharma, Tara Chand. Modern Methods of Language Teaching. New Delhi: Sarup & Sons, 2008.
  • Soomro, Abdul Fattah ve Mansoor S. Almalki. “Language Practitioners’ Reflections on Method-Based and Post-Method Pedagogies”. English Language Teaching 10. 5 (2017): 234-242.
  • Stern, Hans Heinrich. “Review of J. W. Oller and P. A. Richard-Amato’s Methods That Work”. Studies in Second Language Acquisition 7 (1985): 249- 251.
  • --. Issues and Options in Language Teaching. Oxford: Oxford University Press, 1992.
  • Usher, Robin ve Richard Edwards. Postmodernism and Education. London: Routledge, 1994.
  • Van Manen, Max. “Linking Ways of Knowing with Ways of Being Practical. Curriculum Inquiry 6. 3 (1977): 205-228.
  • Walker, Robin. “Correspondence in response to “Comment: From Model to Muddle”. ELT Journal 54 (1999): 231.
  • Widdowson, Henry G. Aspects of Language Teaching. Oxford: Oxford University Press, 1990.
  • Winch, Christopher ve John Gingell. Key Concepts in the Philosophy of Education. London: Routledge, 1999.
  • Woods, Devon. Teacher Cognition in Language Teaching. Cambridge: Cambridge University Press, 1996.
  • Zhang, Yan. “Cooperative Language Learning and Foreign Language And Teaching”. Journal of Language Teaching and Research 1. 1 (2010): 81-83.

A NEW PARADIGM IN FOREIGN LANGUAGE TEACHING: THE POSTMETHOD PERIOD

Year 2019, Volume: 59 Issue: 2, 1057 - 1086, 01.01.2019

Abstract

In today's world, where multiculturalism and accordingly multilingualism is common, it has become important to communicate among people and to learn a second language. When teaching a second language, it has always been an issue which teaching method should be applied. The considerations about why foreign language teaching could not be successful or how a better language teaching could be carried out led theorists or language teachers to constant search for a method. In this study, the matter of method in foreign language teaching is discussed. The methods constructed and applied from past to present in the process of learning and teaching to realize foreign language teaching were indicated; the entailment of the method is discussed; the perception of post-method period developed under the inuence of postmodernism and the applicability of this new paradigm are enlightened and the changing roles of the stakeholders of the training have been demonstrated.

References

  • Adrang, Danial ve Mohammad Reza Oroji. “An Introduction on Post-Method Condition”. Journal of Applied Linguistics and Language Research 4. 5 (2017): 150-156.
  • Akbari, Ramin. “Postmethod Discourse and Practice”. TESOL Quarterly 42. 4 (2008): 641-652.
  • Alemi, Maedeh ve Tavakoli, Ehteramsadat. “Audio Lingual Method”. 3rd International Conference on Applied Research in Language Studies. Tehran: University of Tehran, 2016.
  • Allwright, Dick. “Exploratory Practice: An “Appropriate Methodology” for Language Teacher Development?” 8th IALS Symposium for Language Teacher Educators. Edinburgh, Scotland, 2000.
  • --. “Exploratory Practice: Rethinking Practitioner Research in Language Teaching”. Language Teaching Research 7. 2 (2003): 113–141.
  • Allwright, Dick ve Kathleen M. Bailey. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge, England: Cambridge University Press, 1991.
  • Anthony, Edward M. “Approach, Method, and Technique”. ELT Journal 17. 2 (1963): 63-67.
  • Arıkan, Arda. “Postmethod Condition and Its Implications for English Language Teacher Education”. Journal of Language and Linguistic Studies 2. 1 (2006): 1- 11.
  • Banegas, Darío Luis ve diğerleri, eds. English language teaching in the post-methods era: Selected papers from the 39th FAAPI Conference. Santiago del Estero: APISE, 2014.
  • Bell, David M. “Method and Postmethod: Are They Really So Incompatible?” TESOL Quarterly 37. 2 (2003): 325-335.
  • Blackburn, James. “Understanding Paulo Freire: Reflections on the Origins, Concepts, and Possible Pitfalls of His Educational Approach”. Community Development Journal 35. 1 (2000): 3-15.
  • Block, David. “An Exploration of the Art and Science Debate in Language Education”. Reflections on language and language learning: In honour of Arthur Van Essen. Ed. Marcel Bax ve C. Jan-Wouter Zwart. Amsterdam: John Benjamins, 2001. 63-74.
  • Brown, H. Douglas. “English Language Teaching in the “Post–Method” Era: Toward Better Diagnosis, Treatment and Assessment”. Methodology in Language Teaching: An Anthology of Current Practice. Ed. Jack C. Richards ve Willy A. Renandya. Cambridge: Cambridge University Press, 2002. 9-18.
  • Cadario, Elisa. “Eclecticism in the “New” Foreign Language Classroom: Re-Think- Ing Practices and Developing an Awareness of Context in Teacher Training College”. English Language Teaching in the Post-Methods Era: Selected Papers from the 39th FAAPI Conference. Ed. Darío Luis Banegas, Mario López-Barrios, Melina Porto ve María Alejandra Soto. Santiago del Estero: APISE, 2014. 28- 38.
  • Campbell, Christine M. ve Deanna Tovar. “Foreign Language Teaching Methodology at DLI 1985 to Present”. Dialogue on Language Instruction 18. 1 (2007): 69-75.
  • Can, Nilüfer. “Post-Method Pedagogy: Teacher Growth Behind Walls”. Proceedings of the 10th METU ELT Convention. Ankara: ODTÜ, 2009. Web. 11 Ağustos 2019.
  • Canale, Michael ve Merrill Swain. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing”. Applied Linguistics 1. (1980): 1-47.
  • Celce-Murcia, Marianne, Zoltán Dörnyei ve Sarah Thurrell. “Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching”. TESOL Quarterly 31. 1 (1997): 141-152.
  • Coleman, Hywel. “Autonomy and Ideology in the English Language Classroom”. Society and the Language Classroom. Ed. Hywel Coleman. Cambridge: Cambridge University Press, 1996. 1-16.
  • Eusafzai, Hamid Ali Khan. “Foreign English Language Teachers’ Local Pedagogy”. English Language Teaching 8. 5 (2015): 82-93.
  • Fahim, Mansoor ve Reza Pishghadam. “Postmodernism and English Language Teaching”. Iranian Journal of Applied Language Studies 1. 2 (2011): 27-54.
  • Finch, Andrew Edward. “Postmodernism in TEFL: An Overview”. Processes and Process-Orientation in Foreign Language Teaching and Learning. Ed. Wai Meng Chan, Kwee Nyet Chin, Masanori Nagami ve Titima Suthiwan. Boston: Walter de Gruyter, 2011. 41-64.
  • Freeman, Donald. “Redefining the Relationship between Research and What Teachers Know”. Voices from the Language Classroom. Ed. Kathleen M. Bailey ve David Nunan. New York: Cambridge University Press, 1996. 88-115.
  • Hargreaves, Andy. Changing Teachers, Changing Times. New York: Teachers College Press, 1994.
  • Higgs, Theodore V., ed. Teaching for Proficiency, The Organizing Principle. Lincolnwood, IL: National Textbook, 1984.
  • Huda, Mohammad Emdadul. “Post-Method Pedagogy and ELT in Bangladesh”. Global Journal of Human Social Science 13. 7 (2013): 7-14.
  • Islam, A. B. M. Shafiqul ve Israt Jahan Shuchi. “Deconstruction of Method- Postmethod Dialectics in English Language Teaching”. Journal of Language Teaching and Research 8. 3 (2017): 539-547.
  • Jacobs, George M. ve Thomas S. C. Farrell. “Paradigm Shift: Understanding and Implementing Change in Second Language Education”. TESL-EJ 5. 1 (2001): A- 1.
  • Kaimvand, Parisa Naseri, Gholam Reza Hessamy ve Fatemeh Hemmati. “Postmethod Education: Its Applicabilty and Challenges in Iran”. International Journal of Asian Social Science 6. 1 (2016): 21-34.
  • Khany, Reza ve Rahil Darabi. “ELT in Iran: Reflection of the Principles-Based and Post-Method Pedagogy in Language Teaching”. Procedia-Social and Behavioral Sciences 98 (2014): 908-916.
  • Khattak, Ibrahim ve M. Asrar. “Stages of Language Acquisition in the Natural Approach to Language Teaching”. Sarhad Journal of Agriculture 23. 1 (2007): 251-255.
  • Kohn, Alfie. No Contest: The Case Against Competition. New York: Houghton Mifflin Company, 1992.
  • Kumaravadivelu, B. “Critical Language Pedagogy: A Postmodern Perspective on English Language Teaching”. World Englishes 22. 4 (2003): 539-550.
  • --. “TESOL Methods: Changing Tracks, Challenging Trends”. TESOL Quarterly, 40. 1 (2006): 59-81.
  • --. “The Postmethod Condition: (E)Merging Strategies for Second/Foreign Language Teaching”. TESOL Quarterly 28. 1 (1994): 27-48.
  • --. “Toward a Postmethod Pedagogy”. TESOL Quarterly 35. 4 (2001): 537-560.
  • Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2000.
  • Long, Michael H. ve Graham Crookes. “Three Approaches to Task-Based Syllabus Design”. TESOL Quarterly, 26. 1 (1992): 27-56.
  • Mardani, Mahdi ve Elmira Moradian. “Post-Method Pedagogy Perception and Usage by EFL Teachers and Learners and Its Limitations, Symbols and View Points”. International Journal of Language Learning and Applied Linguistics World 11. 1 (2016): 75-88.
  • Marzban, Amir ve Fatemeh Karimi. “Applicability of CLT and Postmethod Pedagogy in Iranian Context of ELT: Expert Teachers’ Perspectives”. Turkish Online Journal of Qualitative Inquiry (TOJQI) 9. 1 (2018): 47-69.
  • Masouleh, Nima Shakouri. “From method to Post Method: A Panacea ”. English Language Teaching 5. 4 (2012): 65-73.
  • Moghadam, Javad Nabizadeh ve Seyyed Mohammad Reza Adel. “The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners”. Theory and Practice in Language Studies 1. 11 (2011): 1643-1654.
  • Nagaraj, Geetha. English Language Teaching: Approaches, Methods and Techniques. Himayatnagar: Orient Longman, 2005.
  • Nunan, David. “Communicative Tasks and the Language Curriculum”. TESOL Quarterly 25. 2 (1991): 279-295.
  • Oprandy, Robert. “Jane Jacobs: Eyes on the City”. Expanding Our Vision: Insights for Language Teachers. Ed. David Mendelsohn. Toronto, Ontario, Canada: Oxford University Press, 1999. 41-59.
  • Prabhu, N. S. “There is No Best Method-Why?”. TESOL Quarterly 24. 2 (1990): 161- 176.
  • Richards Jack C. ve Willy A Renandya. Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press, 2002.
  • Richards, Jack C. “Beyond Methods”. The Language Teaching Matrix. Ed. Jack C. Richards. Cambridge: Cambridge University Press, 1990. 35-49.
  • --. The Context of Language Teaching. Cambridge: Cambridge University Press, 1985.
  • Richards, Jack C. ve Theodore S. Rodgers. Approaches and Methods in Language Teaching: A Description and Analysis. New York, NY: Cambridge University Press, 2001.
  • Safari, Parvin ve Nasser Rashidi. “A Move Towards Postmethod Pedagogy in the Iranian EFL Context: Panacea or More Pain?” PASAA: Journal of Language Teaching and Learning in Thailand 50 (2015): 95-124.
  • Scarcella, Robin ve Rebecca Oxford. Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston, MA: Heinle & Heinle, 1992.
  • Sharma, Tara Chand. Modern Methods of Language Teaching. New Delhi: Sarup & Sons, 2008.
  • Soomro, Abdul Fattah ve Mansoor S. Almalki. “Language Practitioners’ Reflections on Method-Based and Post-Method Pedagogies”. English Language Teaching 10. 5 (2017): 234-242.
  • Stern, Hans Heinrich. “Review of J. W. Oller and P. A. Richard-Amato’s Methods That Work”. Studies in Second Language Acquisition 7 (1985): 249- 251.
  • --. Issues and Options in Language Teaching. Oxford: Oxford University Press, 1992.
  • Usher, Robin ve Richard Edwards. Postmodernism and Education. London: Routledge, 1994.
  • Van Manen, Max. “Linking Ways of Knowing with Ways of Being Practical. Curriculum Inquiry 6. 3 (1977): 205-228.
  • Walker, Robin. “Correspondence in response to “Comment: From Model to Muddle”. ELT Journal 54 (1999): 231.
  • Widdowson, Henry G. Aspects of Language Teaching. Oxford: Oxford University Press, 1990.
  • Winch, Christopher ve John Gingell. Key Concepts in the Philosophy of Education. London: Routledge, 1999.
  • Woods, Devon. Teacher Cognition in Language Teaching. Cambridge: Cambridge University Press, 1996.
  • Zhang, Yan. “Cooperative Language Learning and Foreign Language And Teaching”. Journal of Language Teaching and Research 1. 1 (2010): 81-83.
There are 63 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Rabia Tekin Özel This is me

Publication Date January 1, 2019
Published in Issue Year 2019 Volume: 59 Issue: 2

Cite

APA Tekin Özel, R. (2019). YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: YÖNTEM SONRASI DÖNEM. Ankara Üniversitesi Dil Ve Tarih-Coğrafya Fakültesi Dergisi, 59(2), 1057-1086.

Ankara University Journal of the Faculty of Languages and History-Geography

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