Avrupa ortak başvuru metni ölçütleri doğrultusunda tasarlanan eylem odaklı etkinliklerin sözcük dağarcığının gelişimine etkisi


Öğrenci: NUR CEBECİ

Asıl Danışman (Eş Danışmanlı Tezler İçin): Hatice Gülru Yüksel

Özet:

It has been compulsory to know a foreign language or more languages in these days.Therefore the importance given to learning a foreign language or more languages has beenincreasing day by day and the studies have been carried out to supply the standards of teachingand learning of a language in the world and to determine the most effective second languageteaching method.The aim of this current study is to find out the effectiveness of the task-based languageteaching by comparing it with traditional language teaching. The aim of traditional secondlanguage teaching is to teach the language in accordance with the curriculum and the coursebook without using any additional activity or task. On the other hand, the task-based languageteaching aims to teach the language within interaction and active participation of the studentsinto the tasks by focusing on meaning. This experimental study aims to find out theeffectiveness of the TBLT on vocabulary learning and search whether there is a differencebetween the experimental group learning vocabulary through task-based activities designed for6th graders and the control group learning vocabulary through traditional activities. The studywas conducted to 80, sixth grade subjects in Edirne Yüksel Yeşil Elementary School in thefirst semester of the academic year 2005-2006. Both groups took English course for four hoursa week, yet the two hours of the English courses in the experimental group were filled by theresearcher. The application took 18 weeks. Both groups were given pretest just before thestudy in order to determine of what vocabulary knowledge the subjects had and they weregiven the same test at the end of the study as a posttest in order to find out how much theyimproved. The results were statistically analysed. According to the results, the task-basedactivities designed for 6th grade English courses had a positive effect on the development oflearners? lexical competence. Besides, both methods were found effective in vocabularylearning whereas there was a significant difference between the experimental group and thecontrol group. That is to say, the experimental group was significantly better than the controlgroup at vocabulary.