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AN EVALUATION OF PROJECT-BASED LEARNING: A TURKISH ‘LINGUISTICS FOR TRANSLATORS’ STUDENTS’ CASE

Yıl 2021, Sayı: 85, 417 - 434, 31.03.2021

Öz

A learning environment should be designed in such an innovative way that English as a second and foreign language learners can easily improve and enjoy their learning. Considering the essentials of a learning environment, and the importance of teaching linguistics in a convenient and appealing method, this paper discusses project-based learning (PBL) with an empirical study. The study presented in this paper investigated Turkish students’ perceptions of learning linguistics for translators through a PBL method. Fifteen participants who attended a two-semester “Linguistics for Translators” course in the classroom took part in the study. As part of their course, they were assigned to a project assignment in order to improve their understanding of both linguistics concepts and the relationship between linguistics and translation and prepared it based on six phases: Initiation, definition, design, development, implementation and follow-up phases. Data collected from a questionnaire showed that the participants had a positive view on studying a “Linguistics for Translators” course, and PBL played a vital role in enhancing learning. This study shed light on more issues such as collaboration and the design of PBL in order for learners to have more effective learning.

Kaynakça

  • Alan, B. and Stoller, F. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43(4), 10-21.
  • Alkhatnai, M. (2017). Teaching Translation Using Project-Based-Learning: Saudi Translation Students Perspectives. AWEJ for Translation & Literary Studies, 1(4), 83-94.
  • Almeida-Mendes, M. P. (2017). Project-based learning in foreign language classes for Korean students. Russian Linguistic Bulletin, 3(11), 17-19.
  • Barron, B.J., Schwartz, D. L., Vye, N.J., Moore,A., Petrosino,A., Zech, L. and Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311.
  • Bas, G. and Beyhan, O. (2010). Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2(3), 365-385.
  • Beckett, G. H. (2006). Project-based second and foreign language education. In G. H. Beckett and P. C. Miller (Eds.), Project-based Second and Foreign Language Education: Past, Present, and Future (1-15). Greenwich: Information Age Publishing.
  • Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.
  • Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M. and Palinscar, A. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), 369-398.
  • CASLS. (2019). Project-Based Language Learning: The Basics. Retrieved December 20, 2020, from http://caslsintercom.uoregon.edu/content/viewContent/ 1 8 7 2 4? sea rc hU rl=% 2Fc o nte nt% 2F sea rc hC o nte ntS u bmit% 3Ft xt _ ContentTitle%3D%26txt_Author%3D%26txt_InputDate1%3D%26txt_InputD ate2%3D%26shouldIncludeAnyResults%3Dyes%26hiddenContentType%3D3 %26hiddenLanguage%3D%26hiddenLevel%3D%26hiddenContentArea%3D %26hiddenState%3D%26hiddenGroup%3DIntercom%26UpdateTags%3D%26 sort%3DTyPe
  • Correa, M. (2014). Teaching (Theoretical) linguistics in the second language classroom: Beyond language improvement. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 1(22), 161-171.
  • Curzan, A. (2013). Linguistics matters: Resistance and relevance in teacher education. Teaching Linguistics, 89(1), e1-10.
  • Dewey, J. (1938). Education and experience. (First edition). New York: Touchstone.
  • Essien, A. M. (2018). The effects of project-based learning on students’ English language ability. Paper presented at The 2018 International Academic Research Conference, Vienna.
  • Fougler, T. and Jimenez-Silva, M. (2007). Enhancing the writing development of English language learners: teacher perceptions of common technology in project-based learning. Journal of Research in Childhood Education, 22(2), 109-124.
  • Fragoulis, I. and Tsiplakides, I. (2009). Project-based learning in the teaching of English as a foreign language in Greek primary schools: From theory to practice. English Language Teaching, 2(3), 113-119.
  • Frary,R.B.(2013).ABriefto Questionnaire Development. Erica.net.Retrieved December 20, 2020, from http://www.ericae.net/ft/tamu/vpiques3.htm
  • Fromkin, V., Rodman, R. and Hyams, V. (2011). An introduction to language. (Ninth edition). Boston, MA: Wadsworth, Cengage Learning.
  • Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian. A Middle School Computer Technologies Journal, 5(1), 83.
  • Hedge, T. (1993). Project work. English Language Teaching Journal, 47(3), 276-277. Iakovos, T., Iosif, F. and Areti, K. (2011). Content-based instruction in the teaching of English as a foreign language. Review of European Studies, 3(1), 115.
  • Javadi, Y. and Tahmasbi, M. (2019). Application of Humanism Teaching Theory and Humanistic Approach to Education in Course-books. Theory and Practice in Language Studies, 10(1), 40-48.
  • Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27, 33–42.
  • Krajcik, J. S. and Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (317–334). New York: Cambridge Press.
  • Krajcik, J. S., Blumenfeld, P. C., Marx, R. W. and Soloway, E. (1994). A collaborative model for helping middle grade teachers learn project based instruction. The Elementary School Journal, 94(5), 483–497.
  • Levine, G. S. (2004). Global simulation: A student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37(1), 26- 36.
  • Li, K. (2010). Project-based college English: An approach to teaching non-English majors. Chinese Journal of Applied Linguistics, 33(4), 99-112.
  • Loosen, S. (2014). High school linguistics: A secondary school elective course. Teaching Linguistics, 90(4), e258-73.
  • Meng, J. (2009). The Relationship between linguistics and language teaching. Asian Social Science, 5(12), 84-86.
  • Moreno, M. I. V. (2018). A case study of PBL in a school linguistic project. In M. I. A. Almedina, M. O. Rodriguez and E. P. Gracia (Eds.), Fundamentos de Enseñanza y Aprendizaje para una Educación Universal, Intercultural y Bilingüe (59-64). Cordoba, Spain: Octaedro.
  • Peterson, C. and Nassaji, H. (2016). Project-based learning through the eyes of teachers and students in the adult ESL classroom. The Canadian Modern Language Review, 72(1), 13-39.
  • Petray, M. J. (2004). Changing linguistic pedagogy: A case study of five introductory linguistics textbooks. Unpublished doctoral dissertation. USA: Purdue University.
  • Projectmanagement-training.net. (2019). 1. The six phases of project management. Project Management Online. Retrieved December 22, 2020, from https://www. projectmanagement-training.net/1-the-six-phases-of-project-management/
  • Rojas, L. R. and Varon, J. R. (2019). Teaching English through task and project-based learning to Embera Chamí students. Colombian Applied Linguistics Journal, 1(21), 78-90.
  • Sedeghi, H., Biniaz, M. and Soleimani, H. (2016). The impact of project-based language learning on Iranian EFL learners’ comparison/contrast paragraph writing skills. International Journal of Asian Social Science, 6(9), 510-524.
  • Shin, M. H. (2018). Effects of project-based learning on students' motivation and self- efficacy. English Teaching, 73(1).
  • Solemani, H., Rahimi, Z., Sedeghi, H. (2015). Project-based learning and its positive effects on Iranian intermediate EFL learners’ reading ability and vocabulary achievement. International Journal of English Language and Literature Studies, 4(1), 1-9.
  • Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett, and P. C. Miller (Eds.), Project-based Second and Foreign Language Education: Past, Present, and Future (19-40). Greenwich, Connecticut: Information Age Publishing.
  • Tuncay, N. and Ekizoglu, N. (2010). Bridging the achievement gap by “free” project based learning. Procedia Social and Behavorial Sciences, 2, 5664–5669.
  • Uwajeh, M. K. C. (2007). Translation equivalence: An essay in theoretical linguistics. Munich, Germany: Lincom Europa.
  • Wang, L. (2016). Employing Wikibook project in a linguistics course to promote peer teaching and learning. Education and Information Technologies, 21(2), 453- 470.
  • Wang, S. (2020). Project-based Language Learning in China:ALiterature Review.Journal of Language Teaching and Research, 11(1), 66-72.
  • Wei, L. (2007). A user-friendly linguistics. International Journal of Applied Linguistics, 17(1), 117-19.
Yıl 2021, Sayı: 85, 417 - 434, 31.03.2021

Öz

Kaynakça

  • Alan, B. and Stoller, F. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43(4), 10-21.
  • Alkhatnai, M. (2017). Teaching Translation Using Project-Based-Learning: Saudi Translation Students Perspectives. AWEJ for Translation & Literary Studies, 1(4), 83-94.
  • Almeida-Mendes, M. P. (2017). Project-based learning in foreign language classes for Korean students. Russian Linguistic Bulletin, 3(11), 17-19.
  • Barron, B.J., Schwartz, D. L., Vye, N.J., Moore,A., Petrosino,A., Zech, L. and Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311.
  • Bas, G. and Beyhan, O. (2010). Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2(3), 365-385.
  • Beckett, G. H. (2006). Project-based second and foreign language education. In G. H. Beckett and P. C. Miller (Eds.), Project-based Second and Foreign Language Education: Past, Present, and Future (1-15). Greenwich: Information Age Publishing.
  • Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.
  • Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M. and Palinscar, A. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), 369-398.
  • CASLS. (2019). Project-Based Language Learning: The Basics. Retrieved December 20, 2020, from http://caslsintercom.uoregon.edu/content/viewContent/ 1 8 7 2 4? sea rc hU rl=% 2Fc o nte nt% 2F sea rc hC o nte ntS u bmit% 3Ft xt _ ContentTitle%3D%26txt_Author%3D%26txt_InputDate1%3D%26txt_InputD ate2%3D%26shouldIncludeAnyResults%3Dyes%26hiddenContentType%3D3 %26hiddenLanguage%3D%26hiddenLevel%3D%26hiddenContentArea%3D %26hiddenState%3D%26hiddenGroup%3DIntercom%26UpdateTags%3D%26 sort%3DTyPe
  • Correa, M. (2014). Teaching (Theoretical) linguistics in the second language classroom: Beyond language improvement. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 1(22), 161-171.
  • Curzan, A. (2013). Linguistics matters: Resistance and relevance in teacher education. Teaching Linguistics, 89(1), e1-10.
  • Dewey, J. (1938). Education and experience. (First edition). New York: Touchstone.
  • Essien, A. M. (2018). The effects of project-based learning on students’ English language ability. Paper presented at The 2018 International Academic Research Conference, Vienna.
  • Fougler, T. and Jimenez-Silva, M. (2007). Enhancing the writing development of English language learners: teacher perceptions of common technology in project-based learning. Journal of Research in Childhood Education, 22(2), 109-124.
  • Fragoulis, I. and Tsiplakides, I. (2009). Project-based learning in the teaching of English as a foreign language in Greek primary schools: From theory to practice. English Language Teaching, 2(3), 113-119.
  • Frary,R.B.(2013).ABriefto Questionnaire Development. Erica.net.Retrieved December 20, 2020, from http://www.ericae.net/ft/tamu/vpiques3.htm
  • Fromkin, V., Rodman, R. and Hyams, V. (2011). An introduction to language. (Ninth edition). Boston, MA: Wadsworth, Cengage Learning.
  • Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian. A Middle School Computer Technologies Journal, 5(1), 83.
  • Hedge, T. (1993). Project work. English Language Teaching Journal, 47(3), 276-277. Iakovos, T., Iosif, F. and Areti, K. (2011). Content-based instruction in the teaching of English as a foreign language. Review of European Studies, 3(1), 115.
  • Javadi, Y. and Tahmasbi, M. (2019). Application of Humanism Teaching Theory and Humanistic Approach to Education in Course-books. Theory and Practice in Language Studies, 10(1), 40-48.
  • Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27, 33–42.
  • Krajcik, J. S. and Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (317–334). New York: Cambridge Press.
  • Krajcik, J. S., Blumenfeld, P. C., Marx, R. W. and Soloway, E. (1994). A collaborative model for helping middle grade teachers learn project based instruction. The Elementary School Journal, 94(5), 483–497.
  • Levine, G. S. (2004). Global simulation: A student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37(1), 26- 36.
  • Li, K. (2010). Project-based college English: An approach to teaching non-English majors. Chinese Journal of Applied Linguistics, 33(4), 99-112.
  • Loosen, S. (2014). High school linguistics: A secondary school elective course. Teaching Linguistics, 90(4), e258-73.
  • Meng, J. (2009). The Relationship between linguistics and language teaching. Asian Social Science, 5(12), 84-86.
  • Moreno, M. I. V. (2018). A case study of PBL in a school linguistic project. In M. I. A. Almedina, M. O. Rodriguez and E. P. Gracia (Eds.), Fundamentos de Enseñanza y Aprendizaje para una Educación Universal, Intercultural y Bilingüe (59-64). Cordoba, Spain: Octaedro.
  • Peterson, C. and Nassaji, H. (2016). Project-based learning through the eyes of teachers and students in the adult ESL classroom. The Canadian Modern Language Review, 72(1), 13-39.
  • Petray, M. J. (2004). Changing linguistic pedagogy: A case study of five introductory linguistics textbooks. Unpublished doctoral dissertation. USA: Purdue University.
  • Projectmanagement-training.net. (2019). 1. The six phases of project management. Project Management Online. Retrieved December 22, 2020, from https://www. projectmanagement-training.net/1-the-six-phases-of-project-management/
  • Rojas, L. R. and Varon, J. R. (2019). Teaching English through task and project-based learning to Embera Chamí students. Colombian Applied Linguistics Journal, 1(21), 78-90.
  • Sedeghi, H., Biniaz, M. and Soleimani, H. (2016). The impact of project-based language learning on Iranian EFL learners’ comparison/contrast paragraph writing skills. International Journal of Asian Social Science, 6(9), 510-524.
  • Shin, M. H. (2018). Effects of project-based learning on students' motivation and self- efficacy. English Teaching, 73(1).
  • Solemani, H., Rahimi, Z., Sedeghi, H. (2015). Project-based learning and its positive effects on Iranian intermediate EFL learners’ reading ability and vocabulary achievement. International Journal of English Language and Literature Studies, 4(1), 1-9.
  • Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett, and P. C. Miller (Eds.), Project-based Second and Foreign Language Education: Past, Present, and Future (19-40). Greenwich, Connecticut: Information Age Publishing.
  • Tuncay, N. and Ekizoglu, N. (2010). Bridging the achievement gap by “free” project based learning. Procedia Social and Behavorial Sciences, 2, 5664–5669.
  • Uwajeh, M. K. C. (2007). Translation equivalence: An essay in theoretical linguistics. Munich, Germany: Lincom Europa.
  • Wang, L. (2016). Employing Wikibook project in a linguistics course to promote peer teaching and learning. Education and Information Technologies, 21(2), 453- 470.
  • Wang, S. (2020). Project-based Language Learning in China:ALiterature Review.Journal of Language Teaching and Research, 11(1), 66-72.
  • Wei, L. (2007). A user-friendly linguistics. International Journal of Applied Linguistics, 17(1), 117-19.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Serpil Merı Yılan Bu kişi benim

Mustafa Yavuz Konca Bu kişi benim

Yayımlanma Tarihi 31 Mart 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 85

Kaynak Göster

APA Merı Yılan, S., & Konca, M. Y. (2021). AN EVALUATION OF PROJECT-BASED LEARNING: A TURKISH ‘LINGUISTICS FOR TRANSLATORS’ STUDENTS’ CASE. EKEV Akademi Dergisi(85), 417-434.