Semiotic Approach and Its Contributions to English Language Learning and Teaching

Göstergebilim, bir çok alandaki uygulamaları ile ilerleyen ve gelişime açık bir disiplindir. Göstergebilim ve yabancı dil öğretimi arasında bir köprü olan eğitimsel göstergebilim, dünyada bir çok bilimadamı ve İngilizce öğretmeninin ilgisini çekmiştir. Açıkça görülmektedir ki, yabancı dil öğretiminde göstergebilimsel yaklaşım öğrenci-odaklı olan uygulanabilir teknikleriyle uzun süreli başarıya yol açma konusunda umut vaad eden sonuçlar ortaya koymaktadır. Bu makalede, göstergebilimin temel terimleri ve yabancı dil öğrenim ortamlarına olası uygulamaları, İngilizce öğretmenlerinin göstergebilim alanında farkındalıklarını arttıracak şekilde tanıtılmaktadır. Çalışmada, dil kültürden ayrılamayacağından ötürü, hedef kültürdeki göstergebilim işaretlerinin göz önünde bulundurulmasının çok önemli olduğu iddia edilmektedir.

Göstergebilim Yaklaşımı ve İngiliz Dili Öğrenimi ve Öğretimine Katkıları

Semiotics is a progressing and promising discipline with its applications in many fields of studies. As a bridge between semiotics and foreign language teaching (FLT), educational semiotics has started to attract attention of many scholars, English Language Teaching (ELT) instructors and teachers all over the world. It is obvious that the consideration of semiotic approach in FLT has promising results and may lead to long-term success in learning a foreign language with its applicable and pertinent techniques that are learner-centered. In this article, basic terminology of semiotics and its possible applications to foreign language learning settings are introduced in order to help teachers of English to have a heightened awareness of the semiotic approach. Throughout the paper, it is claimed that the consideration of the semiotic signs of the target culture in teaching a foreign language is vital, since a language cannot be separated from its culture.

PDF

___

Arias, I.J. (1996). Proxemics in the ESL Classroom. Forum. 34, 1. Retrieved December 21, 2005, from http://exchanges.state.gov/forum/vols/vol34/no1/p32.htm
Chandler, D. (1994). Semiotics for Beginners. Retrieved August 16, 2006, from http://www.aber.ac.uk/media/Documents/S4B/
Chandler, D. (2002). Semiotics: The Basics. London: Routledge.
Cunningham, D. (1992). Beyond Educational Psychology: Steps Toward an Educational Semiotic. Educational Psychology Review. 4, 165-194.
Cunningham, D. (2002). Semiotic Inquiry in Education. Teaching & Learning. 17(1), 19-24.
Cunningham, D. (2005). Semiotic Aspects of Pedagogy . Retrieved September 12, 2005, from http://www.indiana.edu/~educp550/semped.html
Curry, M. J. (1999). Media Literacy for English Language Learners. Literacy and Numeracy studies. 9(2), 29-46.
Deely, J. (1990). Basics of Semiotics. Indianapolis: Indiana University Press.
Driscoll, M.P. (2005). Facilitating Learning-Centered Instructional Design: A Semiotic Perspective. Retrieved June 19, 2005, from http://it.coe.uga.edu/itforum/paper3/paper3.html
Fantini, A.E. (1997). New Ways in Teaching Culture. Illinois: TESOL.
Hayes, A. (1972). Paralinguistics and kinesics: pedagogical perspectives. In Sebeok, Thomas A., Hayes, A., and Bateson, Mary Catherine (Eds). Approaches to Semiotics. The Hague: Mouton.
Nadin, M. (l993). Semiotics in action: The pragmatic level. In Habil, P.& Stachowiak, H.(Eds.) Pragmatik, vol. IV, Philosophy of language, linguistic pragmatics, and formative pragmatics, (pp. 219-250). Hamburg: Felix Meiner Verlag.
Piper, D. (1992). Language Theories and Educational Practice. San Francisco: Mellen Research University Press.
Ponzio, A. (2002). Sebeok’s semiotics and education. Semiotica. 38(4), 299-312. Saussure, F. (1966). Course in General Linguistics. New York: Mc GrawHill.
Tobin, Y. (1990). Semiotics and Linguistics. New York: Longman.
Tseng, Y. (2002). A lesson in culture. ELT Journal. 56(1), 11-21.
Willis, J. (1981). Teaching English through English. London: Longman