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Dil Öğretimi Ders Kitaplarında Eylem Odaklı Yaklaşımın Uygulanması

Year 2020, Volume: 10 Issue: 3, 864 - 880, 24.09.2020
https://doi.org/10.24315/tred.656990

Abstract

İlk kez ADOÇP (Avrupa Dilleri Ortak Çerçeve Programı) tarafından tanıtılan ve daha sonra Puren (2004, 2014a, 2014b, 2014c, 2009, 2017, 2018, 2019) tarafından geliştirilen eylem odaklı yaklaşım dil öğretimi için yeni bir hedef belirlemiştir: bir sosyal aktörün eğitimi. Dil öğretimi ders kitaplarında bu amacın nasıl başarılacağı henüz yabancı dil öğretim alanında derinlemesine ele alınması gereken bir konudur. Bu çalışma, iki dil öğretimi ders kitabının, Türkiye’de kullanılan ‘Count Me In’ ve Fransa’da kullanılan ‘Version Originale 4’, içindeki iki nihai görevin (5. ve 7. ünitelerdeki) iletişimsel görevlerin özelliklerini mi yoksa küçük projelerin özelliklerini mi yansıttığını ortaya çıkarmayı hedeflemektedir. ‘Count Me In’ ders kitabındaki nihai görevlerin küçük projelerin özelliklerini yansıtmadığı, ‘Version Originale 4’ ders kitabındaki nihai görevlerin ise bu özellikleri yansıttığı ve dolayısı ile eylem odaklı yaklaşımın ilkeleriyle uyumlu olduğu tespit edilmiştir.

References

  • Acar, A. (2019). The Action-Oriented Approach: Integrating Democratic Citizenship Education into Language Teaching. English Scholarship Beyond Borders, 5 (1), 122-141.
  • Barthélémy, F., Kleszewski, C., Perrichon, E., Wuattier, S. (2003). Version Originale 4 – Livre de l’élève. Paris: Editions Maison des langues.
  • Bowen, G.A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9 (2), 27-40.
  • Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
  • Council of Europe (CoE). (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
  • Çimen, F., Tigin, B.T., Demir, E., Çokçalışkan, A, Fındıkçı, G. (2018). Count Me In-Student’s Book. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press. Milli Eğitim Bakanlığı ¸ (MEB) [Turkish Ministry of National Education]. (2018). İngilizce Dersi Öğretim Programı (Oraöğretim 9,10,11, ve 12. Sınıflar) [English Language Teaching Program (Second¬ary Schools Grades 9,10,11, and 12)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Puren, C. (2004). De l'approche par les tâches à la perspective co-actionnelle. Retrieved from file:///C:/Users/User/Downloads/PUREN_2004a_Approche_taches_perspective%20co- actionnelle%20(3).pdf
  • Puren, C. (2008). De l'approche communicative à la perspective actionnelle, et de l'interculturel au co-culturel. Retrieved from https://www.christianpuren.com/mes-travaux/2008e/
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. In “L’approche actionnelle dans l’enseignement des langues. Onze articles pour mieux comprendre et faire le point” Retrieved from https://www.christianpuren.com/mes-travaux/2009g/.
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/.
  • Puren, C. (2014b). La pédagogie de projet dans la mise en œuvre de la perspective actionnelle. Retrieved from file:///C:/Users/User/Downloads/PUREN_2014b_Dossier_Travail_P%C3%A9dagogie_projet%20(7).pdf.
  • Puren, C. (2014c). Différents niveaux de l’ « agir » en classe de langue-culture: corrigé du tp sur la notion de « compétence » Retrieved from file:///C:/Users/user/Downloads/054-2_Niveaux_agir__notion_comp%C3%A9tence_corrig%C3%A9_TP.pdf
  • Puren, C. (2017). "Opérations cognitives (proaction, métacognition, régulation) et activités fonda-mentales (rétroactions, évaluations) de la démarche de projet". Retrieved from https://www.christianpuren.com/mes-travaux/2017a/
  • Puren, C. (2018). différents niveaux de l’ « agir » en classe de langue-culture: tp sur la notion de « compétence ». Retrieved from file:///C:/Users/user/Downloads/054-1_Niveaux_agir_notion_comp%C3%A9tence_TP_v4%20(2).pdf
  • Puren, C. (2019). De la tâche finale au mini-projet : un exemple concret d’analyse et de manipulation didactiques. Retrieved from file:///C:/Users/User/Downloads/PUREN_2019f_Tache_finale_a_mini-projet%20(1).pdf
  • Skehan, P. (1998). A Cognitive Approach to Language Teaching. Oxford: Oxford University Press.
  • Van Ek, J.A. (1976). The threshold level for modern language learning in schools. London: Longman.
  • Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.

THE IMPLEMENTATION OF THE ACTION-ORIENTED APPROACH IN LANGUAGE TEXTBOOKS

Year 2020, Volume: 10 Issue: 3, 864 - 880, 24.09.2020
https://doi.org/10.24315/tred.656990

Abstract

The action-oriented approach first introduced by the CEFR (Common European Framework of Reference for Languages) and developed later by Puren, (2004, 2014a, 2014b, 2014c, 2009, 2017, 2018, 2019) set a new goal for language teaching: training of a social actor. How to achieve this goal in language textbooks is yet to be dealt with in dept in the foreign language teaching field. This study aims to find out whether two final tasks (those of unit 5 and unit 7) in two language textbooks, ‘Count Me In’ (B2 level) used in Turkey and ‘Version Originale 4’ (B2 level) used in France reflect the characteristics of communicative tasks or mini-projects. It is found that the final tasks in ‘Count Me In’ do not reflect the characteristics of the mini-projects while the final tasks in ‘Version Originale 4’ reflect these characteristics and hence more in line with the principles of the action-oriented approach.

References

  • Acar, A. (2019). The Action-Oriented Approach: Integrating Democratic Citizenship Education into Language Teaching. English Scholarship Beyond Borders, 5 (1), 122-141.
  • Barthélémy, F., Kleszewski, C., Perrichon, E., Wuattier, S. (2003). Version Originale 4 – Livre de l’élève. Paris: Editions Maison des langues.
  • Bowen, G.A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9 (2), 27-40.
  • Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
  • Council of Europe (CoE). (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
  • Çimen, F., Tigin, B.T., Demir, E., Çokçalışkan, A, Fındıkçı, G. (2018). Count Me In-Student’s Book. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press. Milli Eğitim Bakanlığı ¸ (MEB) [Turkish Ministry of National Education]. (2018). İngilizce Dersi Öğretim Programı (Oraöğretim 9,10,11, ve 12. Sınıflar) [English Language Teaching Program (Second¬ary Schools Grades 9,10,11, and 12)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Puren, C. (2004). De l'approche par les tâches à la perspective co-actionnelle. Retrieved from file:///C:/Users/User/Downloads/PUREN_2004a_Approche_taches_perspective%20co- actionnelle%20(3).pdf
  • Puren, C. (2008). De l'approche communicative à la perspective actionnelle, et de l'interculturel au co-culturel. Retrieved from https://www.christianpuren.com/mes-travaux/2008e/
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. In “L’approche actionnelle dans l’enseignement des langues. Onze articles pour mieux comprendre et faire le point” Retrieved from https://www.christianpuren.com/mes-travaux/2009g/.
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/.
  • Puren, C. (2014b). La pédagogie de projet dans la mise en œuvre de la perspective actionnelle. Retrieved from file:///C:/Users/User/Downloads/PUREN_2014b_Dossier_Travail_P%C3%A9dagogie_projet%20(7).pdf.
  • Puren, C. (2014c). Différents niveaux de l’ « agir » en classe de langue-culture: corrigé du tp sur la notion de « compétence » Retrieved from file:///C:/Users/user/Downloads/054-2_Niveaux_agir__notion_comp%C3%A9tence_corrig%C3%A9_TP.pdf
  • Puren, C. (2017). "Opérations cognitives (proaction, métacognition, régulation) et activités fonda-mentales (rétroactions, évaluations) de la démarche de projet". Retrieved from https://www.christianpuren.com/mes-travaux/2017a/
  • Puren, C. (2018). différents niveaux de l’ « agir » en classe de langue-culture: tp sur la notion de « compétence ». Retrieved from file:///C:/Users/user/Downloads/054-1_Niveaux_agir_notion_comp%C3%A9tence_TP_v4%20(2).pdf
  • Puren, C. (2019). De la tâche finale au mini-projet : un exemple concret d’analyse et de manipulation didactiques. Retrieved from file:///C:/Users/User/Downloads/PUREN_2019f_Tache_finale_a_mini-projet%20(1).pdf
  • Skehan, P. (1998). A Cognitive Approach to Language Teaching. Oxford: Oxford University Press.
  • Van Ek, J.A. (1976). The threshold level for modern language learning in schools. London: Longman.
  • Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.
There are 19 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ahmet Acar 0000-0001-8940-4359

Publication Date September 24, 2020
Published in Issue Year 2020 Volume: 10 Issue: 3

Cite

APA Acar, A. (2020). THE IMPLEMENTATION OF THE ACTION-ORIENTED APPROACH IN LANGUAGE TEXTBOOKS. Trakya Eğitim Dergisi, 10(3), 864-880. https://doi.org/10.24315/tred.656990