Araştırma Makalesi
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FROM GRAMMAR TO USE: A PROPOSAL OF DEVELOPING A TASK-BASED LEARNING MATERIAL WITHIN THE FRAMEWORK OF COGNITIVE APPROACH

Yıl 2008, Sayı: 141, 36 - 54, 01.09.2008
https://doi.org/10.1501/Dilder_0000000097

Öz

One of the demanding and time-consuming tasks in foreign language teaching is toprepare and develop class materials. There are various views in the literatureregarding the preparation of a class material. This study is an attempt towards themethods of the preparation of a class material. Before the presentation of this material, a summary of the cognitive approaches to grammar instruction has beenpresented, and a short information regarding the task-based learning model hasbeen given. Afterwards, a class which could be prepared within the framework ofthose two theoretical bases has been given. In the last section, a material for speaking skills has been developed

Kaynakça

  • Austin, J.L. (2000). How to Do Things with Words. USA: Harvard University Press.
  • Bruner, J. S. (1960). The Process of Education. New York: Vintage Books.
  • Bruner, J. S. (1966). Toward a Theory of Instruction. New York: Norton.
  • Bruner, J. S. (1971). The Relevance of Education. New York: Norton.
  • Carrel, P.L. & Eister, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly. Vol. 17-4, pp. 553-573.
  • Conway, M. A. (1994). The Formation of Flashbulb Memories. Memory & Cognition, 22(3); pp. 326-343.
  • Chomsky, N. (1968). Language and Mind. New York: Harcourt Brace Jovanovich.
  • Demircan, Ö. (1990). Yabancı Dil Öğretim Yöntemleri. İstanbul: Ekin Yayın ve Dağıtımcılık.
  • Demirel, Ö. (2008). Yabancı Dil Öğretimi: Dil Pasaportu, Dil Biyografisi, Dil Dosyası. Ankara: Pegem Yay.
  • Eynsenck, M. ve Keane, M. (1995). Cognitive Psychology: A Student’s Handbook. East Sussex, UK: Psychology Press.
  • Fotos, S. (2001). Cognitive Approaches to Grammar Instruction. Teaching English as a Second or Foreign Language içinde. Celce-Murcia (y.h.) USA: Heinle & Heinle. s. 251-267.
  • Frazier, L. (1987). Syntactic Processing: Evidence From Dutch. Natural Language & Linguistic Theory. Vol. 5(4); pp. 519-559.
  • Goodman, K. S. (1967). Reading: a pscyholinguistic guessing game. Journal of the Reading Specialist 4: 126-135.
  • Goodwin, J. (2001). Teaching Pronunciation. Teaching English as a Second or Foreign Language içinde. Celce-Murcia (y.h.) USA: Heinle & Heinle. s. 117-139.
  • Göksel, A. & Kerslake, C. (2005). Turkish: A Comprehensive Grammar. London & New York: Routledge.
  • Harley, B. (1995). Second Language Processing at Different Ages: Do Younger Learners Pay More Attention to Prosodic Cues to Sentence Structure?. Language Learning içinde. Sayı: 45, s. 43-71.
  • Harmer, J. (1992). The Practice of English Language Teaching. USA: Longman.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
  • Piaget, J. (1964). The Moral Judgement of the Child. New York: Free Press.
  • Piaget, J. (1973). The Psychology of Intelligence. Totowa, N.J.: Littlefield, Adams.
  • Prabhu, N. S. (1987). Second Language Pedagogy. New York: Oxford University Press.
  • Richards, J.C. & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
  • Robinson, P. (2001). Congition and Second Language Instruction. Cambridge: Cambridge University Press.
  • Streven, P. (1995). Çev. Nesibe Fakılı. Uygulamalı Dilbilim: Bir Özet. Dil Dergisi. Sayı: 37. Ankara: TÖMER s.17-28.
  • Schmidt, R. W. (1990). The Role of Conciousness in Second Language Learning. Applied Linguistics, pp.129-158.
  • Skehan, P. (1996). A Framework for the for the Implementation of Task-Based Instruction. Applied Linguistics, 17 (1), pp. 38-62.
  • Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
  • Sülüşoğlu, B. (2008). İşe Dayalı Dil Öğretim Malzemelerinin Türkçenin Yabancı Dil Olarak Öğretiminde Uygulanması. (Danışman: Ayşen DEĞER). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-2531, Rowley, MA: Newbury House.Swain, M. (1995).
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
  • Swain, M. & Lapkin, S. (1982). Evaluating Bilingual Education: A Canadian Case Study. Multilingual Matters 2. Clevedon: Angleterre.
  • Vygotsky, L. S. (1986). Thought and Language. Cambridge: MIT Press.
  • Willis, J. & Willis, D. (1996). A Framework for Task-Based Learning. London: Longman.

DİLBİLGİSİNDEN KULLANIMA: BİLİŞSEL YAKLAŞIM ÇERÇEVESİNDE İŞE DAYALI DİL ÖĞRETİM MALZEMESİ OLUŞTURMA ÖNERİSİ

Yıl 2008, Sayı: 141, 36 - 54, 01.09.2008
https://doi.org/10.1501/Dilder_0000000097

Öz

Yabancı dil öğretiminde en büyük çaba ve zaman gerektiren işlerden biri malzemeoluşturma ve geliştirmedir. Bir ders malzemesi hazırlama konusunda alanyazınında çeşitli görüşler öne sürülmüştür. Bu çalışma da malzeme geliştirme yollarındanbirinin uygulanmasına yönelik bir girişimdir. Hazırlanan malzeme sunulmadanönce dil öğretimine bilişsel yaklaşımın bir özeti sunulup işe dayalı öğrenme hakkında bilgi verilmiştir. Daha sonra, bu iki kuramsal çerçevede hazırlanabilecek birdersin işlenişi sunulmuştur. Son bölümde ise konuşma becerisine yönelik materyalgeliştirilmiştir

Kaynakça

  • Austin, J.L. (2000). How to Do Things with Words. USA: Harvard University Press.
  • Bruner, J. S. (1960). The Process of Education. New York: Vintage Books.
  • Bruner, J. S. (1966). Toward a Theory of Instruction. New York: Norton.
  • Bruner, J. S. (1971). The Relevance of Education. New York: Norton.
  • Carrel, P.L. & Eister, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly. Vol. 17-4, pp. 553-573.
  • Conway, M. A. (1994). The Formation of Flashbulb Memories. Memory & Cognition, 22(3); pp. 326-343.
  • Chomsky, N. (1968). Language and Mind. New York: Harcourt Brace Jovanovich.
  • Demircan, Ö. (1990). Yabancı Dil Öğretim Yöntemleri. İstanbul: Ekin Yayın ve Dağıtımcılık.
  • Demirel, Ö. (2008). Yabancı Dil Öğretimi: Dil Pasaportu, Dil Biyografisi, Dil Dosyası. Ankara: Pegem Yay.
  • Eynsenck, M. ve Keane, M. (1995). Cognitive Psychology: A Student’s Handbook. East Sussex, UK: Psychology Press.
  • Fotos, S. (2001). Cognitive Approaches to Grammar Instruction. Teaching English as a Second or Foreign Language içinde. Celce-Murcia (y.h.) USA: Heinle & Heinle. s. 251-267.
  • Frazier, L. (1987). Syntactic Processing: Evidence From Dutch. Natural Language & Linguistic Theory. Vol. 5(4); pp. 519-559.
  • Goodman, K. S. (1967). Reading: a pscyholinguistic guessing game. Journal of the Reading Specialist 4: 126-135.
  • Goodwin, J. (2001). Teaching Pronunciation. Teaching English as a Second or Foreign Language içinde. Celce-Murcia (y.h.) USA: Heinle & Heinle. s. 117-139.
  • Göksel, A. & Kerslake, C. (2005). Turkish: A Comprehensive Grammar. London & New York: Routledge.
  • Harley, B. (1995). Second Language Processing at Different Ages: Do Younger Learners Pay More Attention to Prosodic Cues to Sentence Structure?. Language Learning içinde. Sayı: 45, s. 43-71.
  • Harmer, J. (1992). The Practice of English Language Teaching. USA: Longman.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
  • Piaget, J. (1964). The Moral Judgement of the Child. New York: Free Press.
  • Piaget, J. (1973). The Psychology of Intelligence. Totowa, N.J.: Littlefield, Adams.
  • Prabhu, N. S. (1987). Second Language Pedagogy. New York: Oxford University Press.
  • Richards, J.C. & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
  • Robinson, P. (2001). Congition and Second Language Instruction. Cambridge: Cambridge University Press.
  • Streven, P. (1995). Çev. Nesibe Fakılı. Uygulamalı Dilbilim: Bir Özet. Dil Dergisi. Sayı: 37. Ankara: TÖMER s.17-28.
  • Schmidt, R. W. (1990). The Role of Conciousness in Second Language Learning. Applied Linguistics, pp.129-158.
  • Skehan, P. (1996). A Framework for the for the Implementation of Task-Based Instruction. Applied Linguistics, 17 (1), pp. 38-62.
  • Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
  • Sülüşoğlu, B. (2008). İşe Dayalı Dil Öğretim Malzemelerinin Türkçenin Yabancı Dil Olarak Öğretiminde Uygulanması. (Danışman: Ayşen DEĞER). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-2531, Rowley, MA: Newbury House.Swain, M. (1995).
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
  • Swain, M. & Lapkin, S. (1982). Evaluating Bilingual Education: A Canadian Case Study. Multilingual Matters 2. Clevedon: Angleterre.
  • Vygotsky, L. S. (1986). Thought and Language. Cambridge: MIT Press.
  • Willis, J. & Willis, D. (1996). A Framework for Task-Based Learning. London: Longman.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dil Çalışmaları
Bölüm Araştırma Makalesi
Yazarlar

Murat Özgen Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2008
Gönderilme Tarihi 1 Ocak 2008
Yayımlandığı Sayı Yıl 2008 Sayı: 141

Kaynak Göster

APA Özgen, M. (2008). DİLBİLGİSİNDEN KULLANIMA: BİLİŞSEL YAKLAŞIM ÇERÇEVESİNDE İŞE DAYALI DİL ÖĞRETİM MALZEMESİ OLUŞTURMA ÖNERİSİ. Dil Dergisi(141), 36-54. https://doi.org/10.1501/Dilder_0000000097