Dil Öğretimi Ders Kitaplarında Eylem Odaklı Yaklaşımın Uygulanması

Öz

İlk kez ADOÇP (Avrupa Dilleri Ortak Çerçeve Programı) tarafından tanıtılan ve daha sonra Puren (2004, 2014a, 2014b, 2014c, 2009, 2017, 2018, 2019) tarafından geliştirilen eylem odaklı yaklaşım dil öğretimi için yeni bir hedef belirlemiştir: bir sosyal aktörün eğitimi. Dil öğretimi ders kitaplarında bu amacın nasıl başarılacağı henüz yabancı dil öğretim alanında derinlemesine ele alınması gereken bir konudur. Bu çalışma, iki dil öğretimi ders kitabının, Türkiye’de kullanılan ‘Count Me In’ ve Fransa’da kullanılan ‘Version Originale 4’, içindeki iki nihai görevin (5. ve 7. ünitelerdeki) iletişimsel görevlerin özelliklerini mi yoksa küçük projelerin özelliklerini mi yansıttığını ortaya çıkarmayı hedeflemektedir. ‘Count Me In’ ders kitabındaki nihai görevlerin küçük projelerin özelliklerini yansıtmadığı, ‘Version Originale 4’ ders kitabındaki nihai görevlerin ise bu özellikleri yansıttığı ve dolayısı ile eylem odaklı yaklaşımın ilkeleriyle uyumlu olduğu tespit edilmiştir.

Anahtar Kelimeler

• ADOÇP,eylem odaklı yaklaşım,küçük projeler,dil öğretim ders kitapları

THE IMPLEMENTATION OF THE ACTION-ORIENTED APPROACH IN LANGUAGE TEXTBOOKS

Öz

The action-oriented approach first introduced by the CEFR (Common European Framework of Reference for Languages) and developed later by Puren, (2004, 2014a, 2014b, 2014c, 2009, 2017, 2018, 2019) set a new goal for language teaching: training of a social actor. How to achieve this goal in language textbooks is yet to be dealt with in dept in the foreign language teaching field. This study aims to find out whether two final tasks (those of unit 5 and unit 7) in two language textbooks, ‘Count Me In’ (B2 level) used in Turkey and ‘Version Originale 4’ (B2 level) used in France reflect the characteristics of communicative tasks or mini-projects. It is found that the final tasks in ‘Count Me In’ do not reflect the characteristics of the mini-projects while the final tasks in ‘Version Originale 4’ reflect these characteristics and hence more in line with the principles of the action-oriented approach.

Anahtar Kelimeler

• CEFR,the action-oriented approach,mini-projects,language textbooks

Kaynakça

1. Acar, A. (2019). The Action-Oriented Approach: Integrating Democratic Citizenship Education into Language Teaching. English Scholarship Beyond Borders, 5 (1), 122-141.
2. Barthélémy, F., Kleszewski, C., Perrichon, E., Wuattier, S. (2003). Version Originale 4 – Livre de l’élève. Paris: Editions Maison des langues.
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6. Çimen, F., Tigin, B.T., Demir, E., Çokçalışkan, A, Fındıkçı, G. (2018). Count Me In-Student’s Book. Ankara: Milli Eğitim Bakanlığı Yayınları.
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13. 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
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