A Blog-Integrated Grammar Instruction Approach: Structure - Andragogy - Blog (SAB)

Dilbilgisi öğretiminde 1960'lardan itibaren çeşitli yöntemlerin araştırma konusu olduğu bilinmektedir. Sınıf içinde yapılmakta olan dilbilgisi çalışmalarının sınıfın dışında gerçekleştirilemediği yadsınamaz bir gerçek olmuştur. Bu nedenle, bu çalışma, birey tarafından gerçekleşecek öğrenmeyi vurgulayan bir blog entegre yaklaşımını mevcut metodolojiye ekleyerek yeni bir boyut kazandırmayı hedeflemektedir. Bu özyönelimli öğrenme temelli yaklaşım, weblog düzlemini baz alarak, bireylerin metinleri seçmesini, otantik metinlerde hedeflenen yapısal noktaları analiz etmelerini ve hedef yapıları gündelik hayatta kullanabilmelerini gerektirmektedir. Tasarlanmış bu yaklaşım her ne kadar İngilizce dilbilgisini öğrenenleri hedef alsa da, bu yaklaşım bu saha ile sınırlanmamaktadır. İkinci veya yabancı dil öğrenen bireyler bu yaklaşımdan yararlanabileceklerdir

Dilbilgisi Öğretimine Yapı- Andragoji -Blog Temelli Bir Yaklaşım

Although history of grammar instruction dates back far in time, it is only since the sixties that we see various methods through which this subject is taught. What was done took place as an in-class activity with almost no tasks performed out of class except for assignments. Thus, this descriptive case study aims to add one new dimension to the already existing methodology introducing a blog-integrated approach emphasizing individual-generated learning. Unlike its predecessors, the approach requires individuals to select texts, analyze targeted structural points in authentic texts, and produce similar structures through modelling, all performed on weblogs, with full participation and collaboration of learners embracing the notion of "self-directed" learning. Although the designed approach aims to teach and reinforce English grammar to English learners, it does not limit itself to this field. All subjects, requiring activation of latent knowledge can certainly benefit from it, notably the L2 domain

PDF

___

Bruns, A. and J. Jacobs (Eds.). (2006). Uses of blogs. New York: Peter Lang.
Celce-Murcia, M. (2002). `Why It Makes Sense to Teach Grammar in Context and through Discourse` in E. Hinkel and S. Fotos (eds.). New perspectives on grammar teaching in second language classroom. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Chomksy, N. (1965). Aspects of the theory of syntax. Cambridge, Mass.: IT Press.
Dalili, M. V. (2011). On the integration of form and meaning in English Language Teaching (ELT): An overview of current pedagogical options. Iran Procedia - Social and Behavioral Sciences, 15, 2117-2121.
Doughty, C. and Williams, J (Eds.). (1998). Focus of form in classroom second language acquisition. Cambridge: Cambridge University Press.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Kaye, B. K. (2006). `Blog use motivations. An exploratory study` in M. Tremayne (Ed.). Blogging, citizenship, and the future of media. New York: Routledge.
Knowles, M. S. (1975). Self-directed learning. Englewood Cliffs, NJ: Cambridge.
Knowles, M. S. (1980). The modern practice of adult education: from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (Second edition). Oxford: Oxford University Press.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Nunan, D. (1998). Teaching grammar in context. ELT Journal, 52 (2), 101-109.
Nunan, D. and L. Miller (Eds.). (1995). New Ways in Teaching Listening. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Özkan, Y. (2011). Blogging in a teaching skills course for pre-service teachers of English as a second language. Australasian Journal of Educational Technology, 27 (4), 655-670.
Özkan, Y. (2015). Utilization of news articles in English grammar teaching. Trakya Üniversitesi Sosyal Bilimler Dergisi, 17 (1), 49-59.
Porter, D. and Roberts, J. (1981). Authentic listening activities. ELT Journal, 36 (1), 37-47.
Seedhouse, P. (1997). Combining form and meaning. ELT Journal, 51 (4), 336- 344.
Sharwood-Smith, M. (1993). Input enhancement in instructed SLA. Studies in second Language Acquisition, 15, 165-179.