Transforming communicative tasks into mini-projects

Ahmet Acar

Abstract


With the action-oriented approach first introduced by the CEFR (Common European Framework of Reference for Languages), the goal of language teaching witnessed a transition from transmission of information (exchange of information) in the classroom to acting together (social action) in and/or outside the classroom and hence from training successful communicators to training social actors. The implementation of the action-oriented approach in language textbooks in the form of mini-projects, however, is an issue not addressed commonly in the field. This study critically analyses the tasks named as ‘projects’ at the end of the first, sixth and eighth units of the English textbook “İngilizce 7” used in the secondary schools in Turkey to show that they do not reflect the characteristics of mini-projects as a form of the application of the action-oriented approach in language textbooks. Secondly, how these tasks can be transformed into mini-projects is explained.


Keywords


The action-oriented approach, communicative task, mini-project, English textbook

Full Text:

PDF

References


Bowen, G.A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40.

Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

Council of Europe (CoE). (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.

Milli Eğitim Bakanlığı (MEB) [Turkish Ministry of National Education]. (2018). İngilizce Dersi Öğretim Programı (İlkokul ve Ortaokul 2,3,4,5,6,7 ve 8. Sınıflar) [English Language Teaching Program (Primary and Second¬ary Schools Grades 2,3,4,5,6,7 and 8)]. Ankara: T.C. Millî Eğitim Bakanlığı.

Puren, C. (2008). La perspective de l’agir social sur les contenus de connaissance en classe de langue : de la compétence communicative à la compétence informationnelle. [Online] Retrieved on 10-september-2019, at https://www.christianpuren.com/mes-travaux/2008b/

Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. [Online] Retrieved on 11-september-2019, at file:///C:/Users/User/Downloads/PUREN_2009g_.PA_implication_conception_manuels%20(5).pdf

Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. [Online] Retrieved on 15-september-2019, at https://www.christianpuren.com/mes-travaux/2014a/.

Puren, C. (2014b). La pédagogie de projet dans la mise en œuvre de la perspective actionnelle. [Online] Retrieved on 20-september-2019, at file:///C:/Users/User/Downloads/PUREN_2014b_Dossier_Travail_P%C3%A9dagogie_projet%20(7).pdf.

Puren, C. (2014c). Différents niveaux de l’ « agir » en classe de langue-culture: corrigé du tp sur la notion de « compétence ». [Online] Retrieved on 22-september-2019, at file:///C:/Users/user/Downloads/054-2_Niveaux_agir__notion_comp%C3%A9tence_corrig%C3%A9_TP.pdf

Puren, C. (2017). Opérations cognitives (proaction, métacognition, régulation) et activités fonda-mentales (rétroactions, évaluations) de la démarche de projet. [Online] Retrieved on 25-september-2019, at https://www.christianpuren.com/mes-travaux/2017a/

Puren, C. (2018). Différents niveaux de l’ « agir » en classe de langue-culture: tp sur la notion de « compétence ». [Online] Retrieved on 28-september-2019, at file:///C:/Users/user/Downloads/054-1_Niveaux_agir_notion_comp%C3%A9tence_TP_v4%20(2).pdf

Puren, C. (2019a). ‘The stages of a project’. Unpublished document.

Puren, C. (2019b). De la tâche finale au mini-projet : un exemple concret d’analyse et de manipulation didactiques. [Online] Retrieved on 29-september-2019, at file:///C:/Users/User/Downloads/PUREN_2019f_Tache_finale_a_mini-projet%20(1).pdf


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 ISSN: 1305-3515