Characteristics of Projects in the 5th Grade English Textbook İngilizce 5
Öz
This article aimed to investigate the action-oriented approach (AoA) in the English textbook İngilizce 5 used in the 5th grades
of public secondary schools in Turkey by means of analyzing the characteristics of the so-called project presented at the end
of unit 5 Health. It is argued that the unit objectives of the textbook are stated in terms of functional-notional objectives
rather than action objectives and that the so-called project presented at the end of unit 5 does not carry the characteristics
of a pedagogical project. Further to this, it is misleadingly conceptualized as an individual assignment by the authors of the
textbook, it lacks the process dimension and it functions only as a pretext for reusing the language content of the unit. The
attempt to employ pre-programmed projects at the end of each unit of the textbook İngilizce 5 is subject to criticism. By
proposing an alternative mini-project that meets the minimum characteristics that can be expected of a project, the article
illustrated how to make this textbook action-oriented.
Anahtar Kelimeler
action-oriented approach, english textbooks, mini-projects, pedagogical projects, social action-based learning
Kaynakça
- Acar, A. (2020a). Social-action-based textbook design in ELT. English Scholarship Beyond Borders, 6(1), 27-40.
- Acar, A. (2020b). The implementation of educational projects in social-action-based learning. Turkish Online Journal of Qualitative Inquiry, 11(4), 599 – 617. https://doi.org/10.17569/tojqi.767559
- Acar, A. (2020c). Transforming communicative tasks into mini-projects. Elementary Education Online, 19(3), 1660-1668. doi:10.17051/ilkonline.2020.734694
- Acar, A. (2020d). 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. https://dx.doi.org/10.29228/TurkishStudies.42832
- Acar, A. (2020e). The implementation of the action-oriented approach in language textbooks. Trakya Journal of Education, 10(3), 864-880. https://doi.org/10.24315/tred.656990
- Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
- Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
- Council of Europe (CoE). (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion volume with new descriptors. 26 March 2020 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.
- Erdem, A. A., Balcı, T. and Özdil, K. D. (2018). Let’s Learn English-student’s book. Milli Eğitim Bakanlığı Yayınları.