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GÖREV-DESTEKLİ YAPISAL MODEL KULLANILARAK GERÇEKLEŞTİRİLEN DİLBİLGİSİ ÖĞRETİMİNİN EFL ÖĞRENCİLERİNİN DİLBİLGİSİ BAŞARILARI ÜZERİNDEKİ ETKİSİ

THE EFFECT OF TEACHING GRAMMAR THROUGH THE TASK-SUPPORTED STRUCTURAL MODEL ON EFL LEARNERS’ GRAMMATICAL ACHIEVEMENT

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The syllabus and its main organizational unit has always been a central concern in the field of English language teaching. The present study was an attempt to investigate the effectiveness of the tasksupported structural syllabus (TSSS) on the learners’ grammatical achievement. This syllabus type claims to have overcome the sociolinguistic and psycholinguistic drawbacks of the structural syllabus by incorporating tasks into its framework. To this end, two groups of elementary EFL students participated in this study. The participants in the first group received their instruction on four target grammatical forms through the presentation-practice-production (PPP) model and the participants in the other group were taught the same grammatical forms through the task-supported structural (TSS) model. The results obtained indicated that there was no statistically significant difference between the post-test scores of both groups.
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Abstract (Original Language): 
İngilizce’nin öğretimi alanında, müfredat ve müfredatın organizasyon şekli her zaman merkezi bir öneme sahip olmuştur. Bu çalışma, görev-destekli yapısal müfredat şeklinin öğrencilerin dilbilgisi başarıları üzerindeki etkisini araştırmak için yürütülmüştür. Bu müfredat türü, organizasyon şeması içine görevleri dahil ederek, yapısal müfredatın toplum dilbilim ve ruhdilbilim açısından gösterdiği eksikliklerin üstesinden geldiğini iddia etmektedir. Bu bağlamda, çalışma başlangıç düzeyindeki 2 grup EFL öğrencisi üzerinde yürütülmüştür. Seçilen dilbilgisi konuları birinci grupta yer alan katılımcılara PPP modeli kullanılarak öğretilirken, diğer gruptaki öğrencilere aynı konular görevdestekli yapısal model kullanılarak öğretilmiştir. Her iki grubun son test sonuçları temel alındığında gruplar arasında anlamlı bir fark ortaya çıkmamıştır.
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