The Semiotic Approach and Language Teaching and Learning

Abstract

This study investigates the relation of the Foreign Language Teaching with the Semiotic Approach that gains more importance recently and tries to explain how this concept has been used as Semiotic Approach in Foreign Language Teaching and Learning and teacher-learner roles, strong-weak sides, types of activities, etc. have been handled.

Keywords

• -

(ELT ), Foreign Language Teaching (FLT )

Abstract

Bu çalışma Yabancı Dil Eğitimi ile son yıllarda güncellik kazanan Göstergebilim kavramının bağıntısını incelemekte; bu kavramın Göstergebilim Yaklaşımı adı altında Yabancı Dil Eğitimi ve Öğretiminde nasıl kullanıldığına değinmekte; öğretmen-öğrenci rolleri, iyi- kötü yanları, kullanılabilecek alıştırma çalışmaları, vb. verilmektedir

Keywords

• Göstergebilim, yaklaşım, Budunbilim, Dilötesi, İngiliz Dili Eğitimi, Yabancı Dil Eğitimi

References

1. Kristeva J. (1987). A semiotic Approach to Literature and Art. Oxford: Basil Blackwell.
2. Folley, A.W. (1997). Anthropological Linguistics: An introduction. Oxford: Blackwell Publish ers.
3. Freeman, L.D. (1983). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
4. Hodge, R. and Kress, G. (1988). Social Semiotics. New York: Cornell University Press.
5. Todorov, T. (1982). Theories of the symbol. New York: Cornell University Press.
6. Todorov, T. (1983). Symbolism and Interpretation. London: Routledge and Kegan Paul.
7. Simpson, K.J. (2000). Practicing Multiple Intelligences in an EFL Class. TESOL Journal, (1), 30-32.
8. Soudek, M. and Sou, I.L. (1985). Non-verbal Channels in Language Learning. ELT Journal, 39(2), 109-113.

9. Dr. Şenel had PhD degree in ELT at Hacettepe University. He has been working as a Lecturer at Ondokuz Mayıs University in Samsun and has been acting as the head of the department there.