İNGİLİZCE DERS KİTABI UPSWİNG ENGLİSH'İN EYLEM ODAKLI YAKLAŞIM DOĞRULTUSUNDA GÜNCELLENMESİ

Yıl 2021, Sayı: 43, 395 - 407, 29.12.2021

Ahmet Acar

https://doi.org/10.33418/ataunikkefd.861075

Öz

Türkiye'deki devlet ortaokullarında kullanılan İngilizce ders kitaplarındaki en sorunlu hususlardan biri, ilkokul ve ortaokullar İngilizce dersi öğretim programının benimsediğini iddia ettiği eylem-odaklı yaklaşımın ilkelerini aktif uygulamaya yansıtmadaki yetersizlikleridir. Bu nedenle ders kitapları, Avrupa Dilleri Ortak Çerçeve Programı (ADOÇP) tarafından belirlenen bir hedef olan sosyal aktörleri eğitmek için yetersiz, hatta etkisizdir. Bu makale, Türkiye'deki devlet ortaokullarının sekizinci sınıflarında kullanılan İngilizce ders kitabı Upswing English'in 10. ünitenin sonunda yer alan sözde projeyi eylem-odaklı yaklaşım açısından eleştirel bir şekilde analiz etmekte ve sözde projenin, pedagojik projelerin özelliklerini yansıtmadığı sonucuna varmaktadır. Sözde projenin tek işlevi, öğrencilerin ünitenin dil içeriğini yeniden kullanmalarına olanak tanımaktır. Dolayısıyla ders kitabı, eylem-odaklı yaklaşımdan çok iletişimsel yaklaşımın özelliklerini yansıtmaktadır. Nihayetinde, ders kitabını eylem-odaklı yaklaşımın ilkeleriyle daha uyumlu ve tutarlı hale getirmek için Upswing English'in 10. ünitesi için alternatif bir mini proje tasarımı önerilmektedir.

Anahtar Kelimeler

eylem odaklı yaklaşım,, İngilizce ders kitapları,, mini projeler,

UPDATING THE ENGLISH TEXTBOOK UPSWING ENGLISH IN LINE WITH THE ACTION-ORIENTED APPROACH

Öz

One of the most problematic issues in the ELT textbooks used in public secondary schools in Turkey is their inability to reflect in active practice the principles of the action-oriented approach, which the Turkish ELT curriculum for the primary and secondary schools claims to have adopted. The textbooks, thus, are inefficient, not to mention inadequate, to train social actors, which is a goal set by the Common European Framework of Reference for Languages (CEFR). This paper critically analyses the so-called project at the end of unit 10 in the English textbook Upswing English used in the eighth grades of public secondary schools in Turkey in terms of the action-oriented approach and concludes that the so-called project does not reflect the characteristics of pedagogical projects. The only function of the so-called project is to allow the students to reuse the language content of the unit. Thus, the textbook displays the characteristics of the communicative approach rather than the action-oriented approach. Ultimately, an alternative mini-project design is suggested for unit 10 of the English textbook Upswing English to make the textbook more compatible and consistent with the principles of the action-oriented approach

Anahtar Kelimeler

Action-oriented approach,, English textbooks,, mini projects

Kaynakça

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