The use of task-based language teaching method to teach terms and phrases for those learning Turkish as a second language and sample activities
Abstract
Human beings, since they first met different languages and cultures, have had an urge to learn those languages and cultures. In modern societies, this urge has currently turned into a necessity. As a result of this necessity, the supply-demand balance has changed and the rate of language learning and acquiring new cultures have increased parallel to the rising world population. All these developments required the language teaching and learning process to be implemented as a scientific discipline. A plethora of different methods have emerged and shaped on the basis of scientific data. One of these methods is “Task-based Language Teaching (TBLT)â€. This method was introduced in the last quarter of 20th century and has still been widely used in language teaching today.
In this study, we tried to teach new terms and phrases to C1 level learners learning Turkish as a second language with task-centered activities formed in compliance with the principles of task-based language teaching method. Terms and phrases are vital for C1 level learners to be an independent performer of the language in the four basic skills of the language.
Two discrete sections form up this study. In the first section, literature review and general information about task-based language teaching method are introduced. In the latter, there are seven sample activities formed with regard to the instructional design of task-based language teaching method. In these activities, we tried to teach terms and phrases through various tasks.Keywords
Full Text:
PDFReferences
Altaş, S. (2009). Türkçe dil bilgisi öğretiminin tarihi ve içerik odaklı dil bilgisi öğretimi ile görev odaklı dil bilgisi öğretiminin uygulamalı karşılaştırılması (Yayımlanmamış yüksek lisans tezi), Konya: Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
Arslanyılmaz, A. (2014). Task-based language learning and teaching with technology, İstanbul: Equinox Publishing Ltd.
Balsells A. S. (2005). Review: Task-based language learning and teaching, ELT Journal, 59(1), pp. 75-77. doi:10.1093/elt/cci012.
Block, D. (2004). Review of rod ellis's task-based language learning and teaching, The Language Learning Journal, 29 (1), pp. 18-22. doi:10.1080/09571730485200051.
Büyükkarcı K. (2009). A Critical analysis of task-based learning, Kastamonu Eğitim Dergisi, 17(1), ss. 313-320.
Cebeci, N. (2006). The effectivity of task-based activities on vocabulary competence designed ın accordance wıth the common european framework, (Yayımlanmamış Yüksek Lisans Tezi), Edirne: Trakya Üniversitesi Sosyal Bilimler Enstitüsü.
Doğan, C. (2012). Sistematik yabancı dil öğretimi yaklaşımı ve yöntemleri, İstanbul: Ensar Yayınları.
Ellis, R. (2003). Task-based language learning and teaching, Oxford, UK: Oxford University Press.
Foster, P. (1999). Task-Based learning an pedagogy, ELT Journel, 53:60-70, doi: 10.1093/elt/53.1.69.
Fotos, S. & Ellis, R. (1999). ‘Communicating about grammar: A task-based approach’, in R. Ellis (Eds.), Learning a Second Language through Interaction, Amsterdam: John Benjamins Publishing Company.
Güneş, H. (2015). Eğitim bilimleri terimleri sözlüğü, İstanbul: Ütopya Yayınları.
Göçer, A. (2017). Görev temelli dil öğretim yönteminin Türkçenin ikinci dil olarak öğretiminde kullanımı, özellikleri ve işlevi, International Journal of Language Academy Volume 5/2, pp. 313/328.
Koçyiğit, S. (2011). Otantik görev odaklı yapılandırmacı yaklaşımın öğretmen adaylarının başarılarına, derse karşı tutumlarına ve problem çözme becerilerine etkisi (yayımlanmamış doktora tezi), İstanbul: Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
McLaughlin, J. (2001). A task-based program in Korea: a case anaylsis, SSLT, Vol: 1(1), pp. 1-22.
Murphy, J. (2003). ‘Task-based learning: the interaction between tasks and learners’, ELT Journal, Vol: 57(4), pp. 352-360.
Nunan, D. (2004). Task based language teaching, Cambridge, UK: Cambridge University Press.
Richards, J. C., & Rodgers, T. S., (1986). Approaches and methods in language teaching, Cambridge, UK: Cambridge University Press.
Selim, İ. (2015). Görev odaklı dil öğretimi ile arapça dil bilgisi öğretimi (yayımlanmamış yüksek lisans tezi), Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
Türkçe Sözlük, (haz.: Şükrü Haluk Akalın… [ve başk.]), (2011). -11. bsk.- Ankara: TDK.
Tütüniş, B. (1997). Task-based elt syllabus and its impact on acquisition and learning, Dil Dergisi, Sayı: 51, pp. 21-25.
Willis, D, & Willis J, (1996). Consciousness-raising activities in the language classroom. ın: j. willis & d. willis, eds. challange and change in language teaching, MacMillan Publishers Limited, Oxford, UK.
Willis, D. (1996). Accuracy, fluency and conformity. ın: j. willis & d. willis, eds. challange and change in language teaching, Oxford, UK: MacMillan Publishers Limited,
Willis, D., & Willis J, (2007). Doing task-based teaching, Oxford, UK: Oxford Universty Press.
Willis, J. (1996). A flexible framework for task-based learning ın: J. willis & D. willis, eds. challange and change in language teaching, Oxford, UK: MacMillan Publishers Limited.
Yaylı, D. (2006). ‘The effects of task-based learning on male and female learners’ proficiency and noticing, Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, Sayı: 15(1), 449-468.
Yaylı, D. (2004). Göreve dayalı öğrenme yönteminin Türkçenin yabancı dil olarak öğretiminde uygulanması ve bu uygulamaya ilişkin öğrenci görüşleri, (Yayımlanmamış doktora tezi), İzmir: Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
Yorulmaz, M. (2009). Göreve dayalı öğretim yönteminin Türkçenin yabancı dil olarak öğretiminde dinleme becerisinde kullanılmasının avantajları, (Yayımlanmamış yüksek lisans tezi), Edirne: Trakya üniversitesi Sosyal Bilimler Enstitüsü.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies