İngilizce Ders Kitabı Mastermind için Alternatif bir Mini-proje Tasarım Önerisi

Avrupa Dilleri Ortak Çerçeve Programı (ADOÇP) tarafından yeni bir hedef olarak belirlenen bir sosyal aktörün eğitimi, iletişimsel yaklaşımdan eylem odaklı yaklaşıma, başarılı iletişimcilerin eğitiminden sosyal aktörlerin eğitimine geçişi gerektirmektedir. İletişimsel ders kitapları, çoğunlukla, ünitelerin sonunda, işlevi öğrenicilerin ünitenin dil içeriğini yeniden kullanmalarına veya özgür üretim yapmalarına olanak tanıyan iletişim durumlarını (örneğin simülasyonlar, rol oyunları) kullanmaktadır. Eylem odaklı yaklaşıma göre hazırlanan bir ders kitabı ise ünite sonunda iletişim durumları değil, nihai amacı sosyal aktör yetiştirmek olan mini-projeler sunmaktadır. Bu makale Türkiye'deki devlet ortaokullarının 8. sınıflarında kullanılan İngilizce ders kitabı Mastermind’ın eylem odaklı yaklaşım açısından değerlendirilmesini amaçlamaktadır. Bu amaçla, ders kitabı Mastermind’ın 3. ünitesindeki ödevin özellikleri analiz edilmiştir. İncelenen ödevin işlevinin ünitenin dil içeriğini yeniden kullanmak veya öğrencilerin özgür üretim yapmalarına olanak tanımak olduğu ve sadece bir iletişim vasıtası olarak kaldığı iddia edilmektedir. Dolayısıyla ders kitabı eylem odaklı olmaktan çok iletişimseldir. Bu nedenle, bu ders kitabının nasıl eylem odaklı yapılacağını göstermek için alternatif bir mini-proje tasarımı önerilmiştir.

An Alternative Mini-project Design Proposal for the English Textbook Mastermind

Training of a social actor as a new goal set by the Common European Framework of Reference forLanguages (CEFR) necessitates a transition from the communicative approach to the action-orientedapproach, a transition from training successful communicators to training social actors. Communicativetextbooks, mostly, employ situations of communication (e.g. simulations, role-plays) at the end of the units,whose function is to allow the learners to reuse the language content of the unit or to enable them to makefree production. A textbook prepared in accordance with the action-oriented approach, however, does notoffer communication situations at the end of the unit but mini-projects, whose ultimate aim is to train socialactors. This paper aims to evaluate the English textbook Mastermind used in the 8th grades of publicsecondary schools in Turkey in terms of the action-oriented approach. For this purpose, the characteristics ofthe assignment in unit 3 of the textbook Mastermind are analysed. It is argued that the function of theanalysed assignment is to reuse the language content of the unit or enable the learners to make freeproduction and it remains only as a pretext for communication. Thus, the textbook is communicative ratherthan action-oriented. For this reason, an alternative mini-project design is proposed to show how to make thistextbook action-oriented.

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