Abstract
The Common European Framework adopts the idea that language use comprises the actions performed by people as social agents and action-oriented approach in language teaching. People carry out tasks to fulfil communicative aims in real context activating proper strategies in specific domains (personal, public, occupational, educational), in different themes producing/comprehending different text types. The aim of this study is to contribute to organize writing activities in terms of form and content inspecting to what extend action-oriented approach has been adopted in developing writing skills in teaching Turkish as a foreign language. In this context, the writing activities in the set of İstanbul Turkish for Foreigners taken as sample since used widely has been classified under the categories of communicative language competences (linquistic, sociolinquisticş pragmatic), task, strategy, domains, themes and text types as compenents of action-oriented approach applying documentary analysis.At the end of the research, it has been seen that many writing activites in İstanbul could not be regarded as tasks mainly because of lack of input,that activities do not aim to develop sociolinquistic competence but require it and that text types are not parallel with the illustrative scales provided for levels in CEF
References
- Applied Linguistics, 19 (3), 221-246. Retrieved from
- Fraenkel, J. R., ve Wallen, N. E. (2003). How to Design and Evaluate Research in Education. Boston: Mc Graw Hill.
- Goullier F. (2007). Council of Europe Tools for Language Teaching. Paris: Les Editions Didier/Conseil http://www.coe.int/t/dg4/linguistic/Source/Goullier_Outils_EN.pdf. (03.02.2015) de l’Europe. Retrieved from
- Grabe, B. (1997). Discourse Analysis and Reading Instruction. In T. Miller (Ed.), Functional Approaches to Written Text: Classroom Applications (pp. 2-18). Washington, D.C.: English Language Programs.
- Hairstone M. (1994). The Winds of Change. Thomas Kuhn and the Revolution in the teaching of Writing. Landmark Essays on Writing Process, (pp. 113-127). Sondra Perl (Ed.). USA: Hermagoras Press.
- Harmer J. (2004). How to Teach Writing. Longman.
- Harmer, J. (2007). The Practice of English Language Teaching. UK: Pearson, Longman
- Kılınç, A. ve Tok, M. (2011). Yabancı Dil Olarak Türkçe Yazma Öğretimi. A. Kılınç, A. Şahin (Ed.), Yabancı Dil Olarak Türkçe Öğretimi (ss. 256-278). Ankara: Pegem Akademi.
- Lindemann, H. J. (2002). The principle of Action-Oriented Learning. Retrieved from http://www.halinco.de/html/docde/HOL-prinzip02002.pdf (01.02.2015).
- Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
- Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Retrieved from http://khoaanh.net/index.php?module=News&func=display&sid=1276 (02.02.2015).
- Prabhu, N. S. (1984). Procedural syllabuses. In T. E. Read (Ed.), Trends in language syllabus design (pp. 272-280). Singapore: Singapore University Press/RELC.
- Richards, J., Platt, J. & Webber, H. (1986). A Dictionary of Applied Linguistics. London: Longman
- Richards, J. & Rodgers T. (2001). Approaches and Methods in Language Teaching. Cambridge University Press, Cambridge.
- Rosario M. (1995). A Task-Based Approach to Language Teaching: The Case for Task-Based Grammar Activities. Revista Alicantina de Estudios Ingleses 8, 91-100. Retrieved from http://rua.ua.es/dspace/bitstream/10045/5412/1/RAEI_08_08.pdf. (02.02.2015)
- Shekan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
- Uzun Subaşı, L. (2003).Yazma Süreci ve Öğretimi. C. İleri (Ed.), Türkçe Sözlü ve Yazılı Anlatım, (ss. 73-94). Eskişehir: Anadolu Üniversitesi.
- Willis, J. (1996). A Framework for Task-Based Learning. Essex: Longman.
- Willis, J. R. (2004). Perspectives on Task-Based Instruction: Undertaking Our Practices, Acknowledging Different Practitioners. B.L. Leaver, J.R. Willis (Eds), Task-Based Instruction in Foreign Language Education (pp. 3-47). Washington, D.C.: Georgetown University Press.
- Willis, D. ve Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
- Yaylı, D. (2009). Yabancı Dilde Yazma Eğitiminde Yaklaşımlar. D. Yaylı, Y. Bayyurt (Ed.) Yabancılara Türkçe Öğretimi, Politika, Yöntem ve Beceriler (ss. 71-90). Ankara: Anı Yayıncılık.
Abstract
Çağdaş dilbilim çalışmalarında dil, sosyal etkileşimde iletişimsel bir araç olarak görüldüğünden dil öğretiminde de amaç, öğrencinin metin üretme ve metin çözümleme becerisini geliştirmektir. Bu nedenle, Ortak Avrupa Çerçevesi’nde, dil kullanımının sosyal aktörler olarak şahıslar tarafından gerçekleştirilen eylemleri kapsadığı düşüncesi doğrultusunda dil öğretiminde eylem odaklı yaklaşım benimsenmektedir. İnsanlar gerçek iletişim bağlamlarında uygun stratejileri işleterek belli alanlarda (kamusal, kişisel, mesleki, eğitsel), farklı temalarda, farklı metin türleri oluşturarak/alımlayarak iletişimsel amaçlarını gerçekleştirebilecekleri görevleri yerine getirirler. Bu çalışmanın amacı, yabancı dil olarak Türkçe öğretiminde yazma becerisini geliştirmede eylem odaklı yaklaşımın ne oranda benimsenebildiğini irdeleyerek yazma çalışmalarının biçim ve içerik açısından düzenlenmesinde yol gösterici bir kaynak oluşturmaktır. Bu amaçla, Türkçe öğretiminde yaygın olarak kullanıldığı için örneklem olarak alınan ‘İstanbul’ Yabancılar için Türkçe setinde yer alan yazma çalışmaları doküman analizi yöntemiyle eylem odaklı yaklaşımın bileşenleri olarak iletişimsel dil yetisi (dilsel, sosyodilbilimsel, pragmatik), görev, strateji, alan, tema ve metin türü kategorileri altında sınıflandırılacak ve nicel olarak ifade edilecektir.
References
- Applied Linguistics, 19 (3), 221-246. Retrieved from
- Fraenkel, J. R., ve Wallen, N. E. (2003). How to Design and Evaluate Research in Education. Boston: Mc Graw Hill.
- Goullier F. (2007). Council of Europe Tools for Language Teaching. Paris: Les Editions Didier/Conseil http://www.coe.int/t/dg4/linguistic/Source/Goullier_Outils_EN.pdf. (03.02.2015) de l’Europe. Retrieved from
- Grabe, B. (1997). Discourse Analysis and Reading Instruction. In T. Miller (Ed.), Functional Approaches to Written Text: Classroom Applications (pp. 2-18). Washington, D.C.: English Language Programs.
- Hairstone M. (1994). The Winds of Change. Thomas Kuhn and the Revolution in the teaching of Writing. Landmark Essays on Writing Process, (pp. 113-127). Sondra Perl (Ed.). USA: Hermagoras Press.
- Harmer J. (2004). How to Teach Writing. Longman.
- Harmer, J. (2007). The Practice of English Language Teaching. UK: Pearson, Longman
- Kılınç, A. ve Tok, M. (2011). Yabancı Dil Olarak Türkçe Yazma Öğretimi. A. Kılınç, A. Şahin (Ed.), Yabancı Dil Olarak Türkçe Öğretimi (ss. 256-278). Ankara: Pegem Akademi.
- Lindemann, H. J. (2002). The principle of Action-Oriented Learning. Retrieved from http://www.halinco.de/html/docde/HOL-prinzip02002.pdf (01.02.2015).
- Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
- Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Retrieved from http://khoaanh.net/index.php?module=News&func=display&sid=1276 (02.02.2015).
- Prabhu, N. S. (1984). Procedural syllabuses. In T. E. Read (Ed.), Trends in language syllabus design (pp. 272-280). Singapore: Singapore University Press/RELC.
- Richards, J., Platt, J. & Webber, H. (1986). A Dictionary of Applied Linguistics. London: Longman
- Richards, J. & Rodgers T. (2001). Approaches and Methods in Language Teaching. Cambridge University Press, Cambridge.
- Rosario M. (1995). A Task-Based Approach to Language Teaching: The Case for Task-Based Grammar Activities. Revista Alicantina de Estudios Ingleses 8, 91-100. Retrieved from http://rua.ua.es/dspace/bitstream/10045/5412/1/RAEI_08_08.pdf. (02.02.2015)
- Shekan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
- Uzun Subaşı, L. (2003).Yazma Süreci ve Öğretimi. C. İleri (Ed.), Türkçe Sözlü ve Yazılı Anlatım, (ss. 73-94). Eskişehir: Anadolu Üniversitesi.
- Willis, J. (1996). A Framework for Task-Based Learning. Essex: Longman.
- Willis, J. R. (2004). Perspectives on Task-Based Instruction: Undertaking Our Practices, Acknowledging Different Practitioners. B.L. Leaver, J.R. Willis (Eds), Task-Based Instruction in Foreign Language Education (pp. 3-47). Washington, D.C.: Georgetown University Press.
- Willis, D. ve Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
- Yaylı, D. (2009). Yabancı Dilde Yazma Eğitiminde Yaklaşımlar. D. Yaylı, Y. Bayyurt (Ed.) Yabancılara Türkçe Öğretimi, Politika, Yöntem ve Beceriler (ss. 71-90). Ankara: Anı Yayıncılık.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Articles |
| Authors | |
| Publication Date | August 30, 2015 |
| Submission Date | November 7, 2015 |
| Published in Issue | Year 2015 Volume: 1 Issue: 2 |
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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi
https://dergipark.org.tr/en/pub/jlere
ISSN: 2149-5602
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