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İngilizce Ders Kitabı Mastermind için Alternatif bir Mini-proje Tasarım Önerisi

Yıl 2021, , 307 - 320, 31.03.2021
https://doi.org/10.31592/aeusbed.833588

Öz

ADOÇP tarafından yeni bir hedef olarak belirlenen bir sosyal aktörün eğitimi, iletişimsel yaklaşımdan eylem odaklı yaklaşıma, başarılı iletişimcilerin eğitiminden sosyal aktörlerin eğitimine geçişi gerektirmektedir. İletişimsel ders kitapları, çoğunlukla, ünitelerin sonunda, işlevi öğrenicilerin ünitenin dil içeriğini yeniden kullanmalarına veya özgür üretim yapmalarına olanak tanıyan iletişim durumlarını (örneğin simülasyonlar, rol oyunları) kullanmaktadır. Eylem odaklı yaklaşıma göre hazırlanan bir ders kitabı ise ünite sonunda iletişim durumları değil, nihai amacı sosyal aktör yetiştirmek olan mini-projeler sunmaktadır. Bu makale Türkiye'deki devlet ortaokullarının 8. sınıflarında kullanılan İngilizce ders kitabı Mastermind’ın eylem odaklı yaklaşım açısından değerlendirilmesini amaçlamaktadır. Bu amaçla, ders kitabı Mastermind’ın 3. ünitesindeki ödevin özellikleri analiz edilmiştir. İncelenen ödevin işlevinin ünitenin dil içeriğini yeniden kullanmak olduğu ve sadece bir iletişim vasıtası olarak kaldığı iddia edilmektedir. Dolayısıyla ders kitabı eylem odaklı olmaktan çok iletişimseldir. Bu nedenle, bu ders kitabının nasıl eylem odaklı yapılacağını göstermek için alternatif bir mini-proje tasarımı önerilmiştir.

Kaynakça

  • Acar, A. (2019). The Action-Oriented Approach: Integrating Democratic Citizenship Education into Language Teaching. English Scholarship Beyond Borders, 5(1), 122-141.
  • Acar, A. (2020). Social-action-based textbook design in ELT. English Scholarship Beyond Borders, 6(1), 27-40.
  • 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. [Online] Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Estaire, S. And J. Zanon. (1994). Planning classwork: A task-based approach. Oxford: Heinemann.
  • İlter, B., İzgi, İ., Özdemir, E.Ç., Yeter, A.T., Yünlü, Z.T.Ç. (2018). Mastermind- Student’s Book. Milli Eğitim Bakanlığı Yayınları.
  • Maurer, B. & Puren, C. (2019) CECR: par ici la sortie! France: Editions des archives contemporaines.
  • Milli Eğitim Bakanlığı, (MEB) [Turkish Ministry of National Education]. (2018). İngilizce dersi öğretim programı (ilkokul ve ortaokul 2,3,4,5,6,7 ve 8. sınıflar) [English language teaching program (primary and secondary schools grades 2,3,4,5,6,7 and 8)]. 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 https://www.christianpuren.com/mes-travaux/2004a/
  • Puren, C. (2008). La perspective de l’agir social sur les contenus de connaissance en classe de langue: de la compétence communicative à la compétence informationnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2008b/
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. Retrieved from file:///C:/Users/User/Downloads/PUREN_2009g_.PA_implication_conception_manuels%20(5).pdf
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. [Online] 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 https://www.christianpuren.com/mes-travaux/2014b/
  • 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. (2016). De l’approche communicative à la perspective actionnelle :exercice de décodage d’une « manipulation génétique » sur une tâche finale d’unité didactique d’un manuel DE FLE. Retrieved from https://www.christianpuren.com/mes-travaux/2016a/
  • 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. (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
  • Puren, C. (2020a). From an internationalized communicative approach to contextualised plurimethodological approaches. Retrieved from https://www.christianpuren.com/mes-travaux/2020c-en/
  • Puren, C. (2020b). Table of opposite characteristics of the conception of action in the communicative approach and the action perspective. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/
  • Willis, J. (1996). A framework for task based learning. Harlow: Longman.
  • Van, Ek J.A. (1975). The threshold level. Strasbourg: Council of Europe.

An Alternative Mini-project Design Proposal for the English Textbook Mastermind

Yıl 2021, , 307 - 320, 31.03.2021
https://doi.org/10.31592/aeusbed.833588

Öz

Training of a social actor as a new goal set by the CEFR necessitates a transition from the communicative approach to the action-oriented approach, a transition from training successful communicators to training social actors. Communicative textbooks, mostly, employ situations of communication (e.g. simulations, role-plays) at the end of the units, whose function is to allow the learners to reuse the language content of the unit or to enable them to make free production. A textbook prepared in accordance with the action-oriented approach, however, does not offer communication situations at the end of the unit but mini-projects, whose ultimate aim is to train social actors. This paper aims to evaluate the English textbook Mastermind used in the 8th grades of public secondary schools in Turkey in terms of the action-oriented approach. For this purpose, the characteristics of the assignment in unit 3 of the textbook Mastermind are analysed. It is argued that the function of the analysed assignment is to reuse the language content of the unit and it remains only as a pretext for communication. Thus, the textbook is communicative rather than action-oriented. For this reason, an alternative mini-project design is proposed to show how to make this textbook action-oriented.

Kaynakça

  • Acar, A. (2019). The Action-Oriented Approach: Integrating Democratic Citizenship Education into Language Teaching. English Scholarship Beyond Borders, 5(1), 122-141.
  • Acar, A. (2020). Social-action-based textbook design in ELT. English Scholarship Beyond Borders, 6(1), 27-40.
  • 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. [Online] Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Estaire, S. And J. Zanon. (1994). Planning classwork: A task-based approach. Oxford: Heinemann.
  • İlter, B., İzgi, İ., Özdemir, E.Ç., Yeter, A.T., Yünlü, Z.T.Ç. (2018). Mastermind- Student’s Book. Milli Eğitim Bakanlığı Yayınları.
  • Maurer, B. & Puren, C. (2019) CECR: par ici la sortie! France: Editions des archives contemporaines.
  • Milli Eğitim Bakanlığı, (MEB) [Turkish Ministry of National Education]. (2018). İngilizce dersi öğretim programı (ilkokul ve ortaokul 2,3,4,5,6,7 ve 8. sınıflar) [English language teaching program (primary and secondary schools grades 2,3,4,5,6,7 and 8)]. 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 https://www.christianpuren.com/mes-travaux/2004a/
  • Puren, C. (2008). La perspective de l’agir social sur les contenus de connaissance en classe de langue: de la compétence communicative à la compétence informationnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2008b/
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. Retrieved from file:///C:/Users/User/Downloads/PUREN_2009g_.PA_implication_conception_manuels%20(5).pdf
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. [Online] 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 https://www.christianpuren.com/mes-travaux/2014b/
  • 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. (2016). De l’approche communicative à la perspective actionnelle :exercice de décodage d’une « manipulation génétique » sur une tâche finale d’unité didactique d’un manuel DE FLE. Retrieved from https://www.christianpuren.com/mes-travaux/2016a/
  • 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. (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
  • Puren, C. (2020a). From an internationalized communicative approach to contextualised plurimethodological approaches. Retrieved from https://www.christianpuren.com/mes-travaux/2020c-en/
  • Puren, C. (2020b). Table of opposite characteristics of the conception of action in the communicative approach and the action perspective. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/
  • Willis, J. (1996). A framework for task based learning. Harlow: Longman.
  • Van, Ek J.A. (1975). The threshold level. Strasbourg: Council of Europe.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ahmet Acar 0000-0001-8940-4359

Yayımlanma Tarihi 31 Mart 2021
Gönderilme Tarihi 30 Kasım 2020
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Acar, A. (2021). An Alternative Mini-project Design Proposal for the English Textbook Mastermind. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 307-320. https://doi.org/10.31592/aeusbed.833588