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İNGİLİZCE DERS KİTABI UPSWİNG ENGLİSH'İN EYLEM ODAKLI YAKLAŞIM DOĞRULTUSUNDA GÜNCELLENMESİ

Yıl 2021, Sayı: 43, 395 - 407, 29.12.2021
https://doi.org/10.33418/ataunikkefd.861075

Öz

Türkiye'deki devlet ortaokullarında kullanılan İngilizce ders kitaplarındaki en sorunlu hususlardan biri, ilkokul ve ortaokullar İngilizce dersi öğretim programının benimsediğini iddia ettiği eylem-odaklı yaklaşımın ilkelerini aktif uygulamaya yansıtmadaki yetersizlikleridir. Bu nedenle ders kitapları, Avrupa Dilleri Ortak Çerçeve Programı (ADOÇP) tarafından belirlenen bir hedef olan sosyal aktörleri eğitmek için yetersiz, hatta etkisizdir. Bu makale, Türkiye'deki devlet ortaokullarının sekizinci sınıflarında kullanılan İngilizce ders kitabı Upswing English'in 10. ünitenin sonunda yer alan sözde projeyi eylem-odaklı yaklaşım açısından eleştirel bir şekilde analiz etmekte ve sözde projenin, pedagojik projelerin özelliklerini yansıtmadığı sonucuna varmaktadır. Sözde projenin tek işlevi, öğrencilerin ünitenin dil içeriğini yeniden kullanmalarına olanak tanımaktır. Dolayısıyla ders kitabı, eylem-odaklı yaklaşımdan çok iletişimsel yaklaşımın özelliklerini yansıtmaktadır. Nihayetinde, ders kitabını eylem-odaklı yaklaşımın ilkeleriyle daha uyumlu ve tutarlı hale getirmek için Upswing English'in 10. ünitesi için alternatif bir mini proje tasarımı önerilmektedir.

Kaynakça

  • Acar, A. (2020a). Transforming communicative tasks into mini-projects. Elementary Education Online, 19(3), 1660-1668.
  • Acar, A. (2020b). An analysis of the English textbook ‘let’s learn English’ in terms of the action-oriented approach. Turkish Studies – Educational Sciences, 15(3), 1449-1458.
  • Acar, A. (2020c). Social-action-based textbook design in ELT. English Scholarship Beyond Borders, 6(1), 27-40.
  • Acar, A. (2020d). The implementation of educational projects in social-action-based learning. Turkish Online Journal of Qualitative Inquiry, 11(4), 599 – 617.
  • 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 in 24.10.2020.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Estaire, S. & J. Zanon. (1994). Planning classwork: A task-based approach. Oxford: Heinemann.
  • Horton, F. W., Jr. (2007). Understanding information literacy: A primer. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0015/001570/157020e.pdf.
  • Milli Eğitim Bakanlığı, (MEB) [Turkish Ministry of National Education (MoNE)]. (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.
  • Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford 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/ in 26.10.2020.
  • Puren, C. (2006). De l’approche communicative à la perspective actionnelle. À propos de l’évolution parallèle des modèles d’innovation et de conception en didactique des langues-cultures et en management d’entreprise. Retrieved from https://www.christianpuren.com/mes-travaux/2006f/ in 26.10.2020.
  • Puren, C. (2008a). 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/ in 26.10.2020.
  • Puren, C. (2008b). Formes pratiques de combinaison entre perspective actionnelle et approche communicative: analyse comparative de trois manuels. Retrieved from https://www.christianpuren.com/mes-travaux/2008d/ in 26.10.2020.
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. Retrieved from https://www.christianpuren.com/mes-travaux/2009g/ in 26.10.2020.
  • Puren, C. (2010). Construire une unité didactique dans une perspective actionnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2010d/ in 26.10.2020.
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/ in 26.10.2020.
  • 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/ in 27.10.2020.
  • 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/ in 26.10.2020.
  • 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/ in 27.10.2020.
  • Puren, C. (2018). Différents niveaux de l’ « agir » en classe de langue-culture: tp sur la notion de « compétence ». Retrieved from https://www.christianpuren.com/biblioth%C3%A8que-de-travail/054/ in 27.10.2020.
  • Puren, C. (2019). De la tâche finale au mini-projet: Un exemple concret d’analyse et de manipulation didactiques. Retrieved from https://www.christianpuren.com/mes-travaux/2019f/ in 28.10.2020.
  • Puren, C. (2020). From an internationalized communicative approach to contextualised plurimethodological approaches. Retrieved from https://www.christianpuren.com/mes-travaux/2020c-en/ in 28.10.2020.
  • Tıraş, B. (2020). Upswing English 8- Student’s Book. Ankara: Tutku Yayıncılık.
  • Willis, J. (1996). A framework for task based learning. Harlow: Longman.
  • Van, Ek J.A. (1975). The threshold level. Strasbourg: Council of Europe.

UPDATING THE ENGLISH TEXTBOOK UPSWING ENGLISH IN LINE WITH THE ACTION-ORIENTED APPROACH

Yıl 2021, Sayı: 43, 395 - 407, 29.12.2021
https://doi.org/10.33418/ataunikkefd.861075

Öz

One of the most problematic issues in the ELT textbooks used in public secondary schools in Turkey is their inability to reflect in active practice the principles of the action-oriented approach, which the Turkish ELT curriculum for the primary and secondary schools claims to have adopted. The textbooks, thus, are inefficient, not to mention inadequate, to train social actors, which is a goal set by the Common European Framework of Reference for Languages (CEFR). This paper critically analyses the so-called project at the end of unit 10 in the English textbook Upswing English used in the eighth grades of public secondary schools in Turkey in terms of the action-oriented approach and concludes that the so-called project does not reflect the characteristics of pedagogical projects. The only function of the so-called project is to allow the students to reuse the language content of the unit. Thus, the textbook displays the characteristics of the communicative approach rather than the action-oriented approach. Ultimately, an alternative mini-project design is suggested for unit 10 of the English textbook Upswing English to make the textbook more compatible and consistent with the principles of the action-oriented approach

Kaynakça

  • Acar, A. (2020a). Transforming communicative tasks into mini-projects. Elementary Education Online, 19(3), 1660-1668.
  • Acar, A. (2020b). An analysis of the English textbook ‘let’s learn English’ in terms of the action-oriented approach. Turkish Studies – Educational Sciences, 15(3), 1449-1458.
  • Acar, A. (2020c). Social-action-based textbook design in ELT. English Scholarship Beyond Borders, 6(1), 27-40.
  • Acar, A. (2020d). The implementation of educational projects in social-action-based learning. Turkish Online Journal of Qualitative Inquiry, 11(4), 599 – 617.
  • 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 in 24.10.2020.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Estaire, S. & J. Zanon. (1994). Planning classwork: A task-based approach. Oxford: Heinemann.
  • Horton, F. W., Jr. (2007). Understanding information literacy: A primer. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0015/001570/157020e.pdf.
  • Milli Eğitim Bakanlığı, (MEB) [Turkish Ministry of National Education (MoNE)]. (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.
  • Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford 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/ in 26.10.2020.
  • Puren, C. (2006). De l’approche communicative à la perspective actionnelle. À propos de l’évolution parallèle des modèles d’innovation et de conception en didactique des langues-cultures et en management d’entreprise. Retrieved from https://www.christianpuren.com/mes-travaux/2006f/ in 26.10.2020.
  • Puren, C. (2008a). 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/ in 26.10.2020.
  • Puren, C. (2008b). Formes pratiques de combinaison entre perspective actionnelle et approche communicative: analyse comparative de trois manuels. Retrieved from https://www.christianpuren.com/mes-travaux/2008d/ in 26.10.2020.
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. Retrieved from https://www.christianpuren.com/mes-travaux/2009g/ in 26.10.2020.
  • Puren, C. (2010). Construire une unité didactique dans une perspective actionnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2010d/ in 26.10.2020.
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/ in 26.10.2020.
  • 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/ in 27.10.2020.
  • 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/ in 26.10.2020.
  • 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/ in 27.10.2020.
  • Puren, C. (2018). Différents niveaux de l’ « agir » en classe de langue-culture: tp sur la notion de « compétence ». Retrieved from https://www.christianpuren.com/biblioth%C3%A8que-de-travail/054/ in 27.10.2020.
  • Puren, C. (2019). De la tâche finale au mini-projet: Un exemple concret d’analyse et de manipulation didactiques. Retrieved from https://www.christianpuren.com/mes-travaux/2019f/ in 28.10.2020.
  • Puren, C. (2020). From an internationalized communicative approach to contextualised plurimethodological approaches. Retrieved from https://www.christianpuren.com/mes-travaux/2020c-en/ in 28.10.2020.
  • Tıraş, B. (2020). Upswing English 8- Student’s Book. Ankara: Tutku Yayıncılık.
  • Willis, J. (1996). A framework for task based learning. Harlow: Longman.
  • Van, Ek J.A. (1975). The threshold level. Strasbourg: Council of Europe.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ahmet Acar 0000-0001-8940-4359

Yayımlanma Tarihi 29 Aralık 2021
Gönderilme Tarihi 14 Ocak 2021
Kabul Tarihi 8 Kasım 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 43

Kaynak Göster

APA Acar, A. (2021). UPDATING THE ENGLISH TEXTBOOK UPSWING ENGLISH IN LINE WITH THE ACTION-ORIENTED APPROACH. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi(43), 395-407. https://doi.org/10.33418/ataunikkefd.861075