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ÖĞRETMENLERİN VE ÖĞRENCİLERİN GÖREV ALGILAMALARI: HEDEFLER VE SONUÇLAR

TEACHERS’ AND LEARNERS’ PERCEPTIONS OF TASKS: OBJECTIVES AND OUTCOMES

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2007

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study analyses teachers’ and students’ perception of task-based language learning in order to find out the similarities and differences that exist between the understanding of tasks by the two parties.. The overriding purpose of this study is to find out the pupils’ interpretations of tasks used in the foreign language classroom and, accordingly, whether there is a match between the teachers’ preset objectives and the students’ learning outcomes. To this end, a case study was conducted with the 4th grade students of three different private primary schools. This paper presents the results of the pilot study conducted at one of these primary schools. The data in this study came from the classroom observations and the follow-up interviews held with both the teacher and students at the end of each lesson. The findings of the study indicate that the teacher’s understanding of task-based teaching matches the definitions in the related literature. Yet, its implementation is limited only to language practice activities focusing mainly on form..It also came out that the students perceive the tasks as a means of revision, prize or game at the end of a lesson as a result of the teacher’s practice
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Abstract (Original Language): 
Bu çalısma, yabancı dil egitiminde kullanılan görev temelli dil ögretimi yönteminin ögretmen ve ögrenci tarafından nasıl algılandıgını ve her iki tarafın verilen görevlere olan bakıs açısındaki benzerlik ve farklılıkları ortaya koymayı amaçlamaktadır. Arastırma, aynı zamanda ögrencilerin sınıfta yapılan çalısmaları nasıl yorumladıklarını ve ögretmenin önceden belirlemis oldugu ders amaçları ile ögrencilerin ögrenme sonuçlarının ne kadar örtüstügünü belirlemeyi hedeflemektedir. Bu nedenle, üç farklı özel ilkögretim okulunda vaka çalısmaları yapılmıstır. Bu makale, bir ilkokul ögretmeni ve onun dördüncü sınıf ögrencileri ile yapılmıs olan pilot çalısmayı aktarmaktadır. Çalısmada kullanılan veriler sınıf gözlemleri ve bunların ardından her ders sonunda yapılan ögretmen ve ögrenci görüsmelerinden toplanmıstır. Çalısma sonuçları, ögretmenin görev temelli dil ögretimi tanımının literatürle örtüstügünü göstermektedir. Ancak sınıf içi uygulamalarında görevleri yalnızca yapı odaklı, mekanik dil alıstırmalarına indirgemis oldugu gözlemlenmistir. Bu dogrultuda ögrencilerin de görevleri bir tekrar aracı, ödül veya ders sonunda oynanan bir oyun olarak algıladıkları saptanmıstır.
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  • 1
60-68
  • English

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