ÇALIŞMA PLANI OLARAK ÖDEVİN DEĞERİ VE DOĞRULUĞU: SINIF İÇİ UYGULAMA DEĞİŞKENLİĞİ

Bu araştırma ödev temelli dil öğretiminin sınıf içi uygulamalardaki değişkenliğin materyal tasarımı 

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  • Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
  • Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639-662.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1-23.
  • Gass, S. M., & Varonis, E. (1985). Task variation and nonnative/nonnative negotiation of meaning. In S. Gass & C. Maden (Eds.), Input in second language acquisition (pp. 149-161). Rowley, MA: Newbury House.
  • Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, N.J: Erlbaum.
  • Johnson-Laird, P. N. (1983). Mental models. Cambridge, MA: Harvard University Press.
  • Lam, W. S. E. (2004). Second language socialization in a bilingual chat room. Language Learning & Technology, 8(3), 44-65.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, N.Y: Cambridge University Press.
  • Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56.
  • Mahenthiran, S., & Rouse, P. (2000). The impact of group selection on student performance and satisfaction. The International Journal of Educational Management, 14(6), 255-264.
  • Murphy, J. (2003). Task-based learning: The interaction between tasks and learners. ELT Journal, 57(4), 352-359.
  • Newton, J. (1991). Negotiation: Negotiating what? Paper given at SEAMEO Conference on Language Acquisition and the Second/Foreign Language Classroom, RELC, Singapore.
  • Norman, D. A. (1988). The design of everyday things. New York, N.Y: Basic Books.
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
  • Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Hertfordshire: Prentice Hall International Ltd.
  • Richards, J. C. (1987). The dilemma of teacher education in TESOL. TESOL Quarterly, 21, 209-226.
  • Seedhouse, P. (1999). Task-based interaction. ELT Journal, 53, 149-156.
  • Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51, 455-498.
  • Skehan, P. (1996). A framework for the implementation of task-base instruction. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching. Oxford: Heinemann.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Wartofsky, M. (1973). Models. Dordrecht: D. Reidel.
  • Wright, T. (1987). Instructional task and discoursal outcome in the L2 classroom. In C. N. Candlin & D. Murphy (Eds.), Lancaster practical papers in English language education: Language learning tasks (pp. 5-22). Englewood Cliffs, NJ: Prentice Hall.