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İNGİLİZCE KONUŞMA SINIFLARINDA YÜRÜTÜLEN GÖREV TEMELLİ GRUP ÇALIŞMALARININ ÖGRENCİLERİN KUBAŞIK DAVRANIŞLARINA ETKİLERİ

THE EFFECTS OF TASK-BASED GROUP ACTIVITIES ON STUDENTS’ COLLABORATIVE BEHAVIOURS IN EFL SPEAKING CLASSES

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This article reports on an investigation that compared the effects of task-based and topic-based speaking activities on student interaction and collaboration in EFL speaking classes. A quasiexperimental study was conducted in a classroom setting, with trainee teachers of English (n=25) with an average upper-intermediate level of English proficiency. The participants were instructed to carry out either a task-based or a topic-based speaking activity during which their performance was recorded. A qualitative analysis of the data revealed that the task-based activity led to more real lifelike language use, characterised by a larger number of short turns and questions, compared to the greater quantity of long turns observed during the topic-based activity. Furthermore, the task-based activity yielded more collaborative behaviours. The study concludes that task-based speaking activities may be more conducive to creating a more collaborative learning environment and also providing opportunities for real life-like language use.
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Abstract (Original Language): 
Bu çalısma, &ngilizce konusma sınıflarında kullanılan görev temelli ve konu temelli konusma etkinliklerinin ögrenci etkilesimi ve isbirligi üzerindeki etkilerini incelemektedir. Orta üstü &ngilizce dil yeterlilik seviyesine sahip aday &ngilizce ögretmenleri (n=25) ile yarı deneysel bir çalısma yapılmıstır. Farklı gruplarda görev temelli ya da konu temelli konusma etkinlikleri yürütülmüs, etkinlikler boyunca ses kaydı alınmıstır. Nitel veri analizi; görev temelli etkinligin -gerçek hayattakine benzer olarak- daha çok kısa söz hakkı almaya ve soru sormaya, bununla birlikte konu temelli etkinligin daha fazla uzun söz hakkı almaya ortam hazırladıgını göstermistir. Ayrıca görev temelli etkinlik, ögrencilerin daha fazla isbirlikçi davranıs sergilemesine olanak saglamıstır. Bu çalısmanın sonuçları; görev temelli konusma etkinliklerinin hem kubasık ögrenme ortamı yaratmada daha faydalı olabilecegini hem de gerçek hayattakine yakın dil kullanım fırsatları yaratmaya daha elverisli oldugunu göstermistir.
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