ABSTRACT: Training of a social actor as a new goal set by the Common European Framework of Reference for Languages (CEFR) necessitates a transition from the communicative approach to the action-oriented approach, a transition from training successful communicators to training social actors. Communicative textbooks, mostly, employ situations of communication (e.g. […]
The Methodological Bases of Turkish ELT Curricula for Basic Education from 1991 to 2018
ABSTRACT: This paper aims to investigate the methodological bases of the 1991 ELT curriculum for the secondary schools (1st, 2nd, and 3rd grades), the 1997 ELT curriculum for the 4th and 5th grades of the primary education, the 2006 ELT curriculum for the primary education (grades four to eight), 2013 […]
A Critical Analysis of the 2014 and 2018 High Schools Elt Curricula of Turkey
ABSTRACT: This study explores what new contributions the 2018 ELT curriculum for high schools with no foreign language preparatory classes in Turkey brought by comparing it with the previous ELT curriculum for high schools with no foreign language preparatory classes, namely, the 2014 high school ELT curriculum by utilizing document […]
The Implementation of the Action-Oriented Approach in Language Textbooks
ABSTRACT: The action-oriented approach, first introduced by the CEFR (Common European Framework of Reference for Languages) and developed later by Puren (2004, 2009, 2014a, 2014b, 2014c, 2017, 2018, 2019), set a new goal for language teaching: training of a social actor. How to achieve this goal in language textbooks is […]
The Effect Of Virtual Reality Enhanced Learning Environment On The 7th-Grade Students’ Reading And Writing Skills In English
ABSTRACT: The aim of this study is to investigate the effect of virtual reality (VR) enhanced learning environment on the 7th-grade students’ academic achievements in reading and writing in English. Within the scope of the experimental application of the research, the “planets” unit topic was selected from the 7th-grade syllabus […]
The Implementation of Educational Projects in Social-action-based Learning
ABSTRACT: CEFR (Common European Framework of Reference for Languages) sets the goal of training social actors in language teaching, which implies a shift from the communication paradigm to the social action paradigm or from training successful communicators, who are involved in exchange of information in contact situations, to training social […]
Social-action-based textbook design in ELT
ABSTRACT: The action-oriented approach as introduced by the Common European Framework of Reference for Languages (CEFR) has begun to occupy an important place in the curriculum development process in the English language teaching (ELT) field in the EU countries as well as other countries like Turkey. However, how the unit […]
Transforming communicative tasks into mini-projects
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 the transmission of information (exchange of information) in the classroom to acting together (social action) in and/or outside the classroom and hence from training […]
An Analysis of the English Textbook ‘Let’s Learn English’ in terms of the Action-oriented Approach
ABSTRACT: CEFR (Common European Framework of Reference for Languages) proposes a new goal in language teaching, that of training social actors and it is this new goal which implies a change of paradigm in language teaching, from the paradigm of communication to the paradigm of social action or from the […]
A COMPARISON OF THE 2013 AND 2018 PRIMARY AND SECONDARY SCHOOLS ELT CURRICULA IN TURKEY: AN ANALYSIS OF 7th-GRADE SYLLABI
ABSTRACT: The aim of this study is to compare the 2013 and 2018 primary and secondary schools ELT curricula in Turkey in order to explore which new contributions the 2018 ELT curriculum brought compared to the previous curriculum, namely, 2013 ELT curriculum. While the two curricula are compared in detail, […]
An Investigation of Turkish Cultures of Learning Within the Framework of Turkish ELT Curricula
ABSTRACT: Since English as an international language does not belong to a certain country or a certain culture, an appropriate methodology for teaching English as an international language should not be informed by a western methodology but by a methodology informed by the local culture of learning of a particular […]
Selecting and Evaluating ELT Textbooks
ABSTRACT: Textbook evaluation plays an important role in ELT. Thus, different textbook evaluation checklists have been proposed to evaluate ELT textbooks. Among these, there are mainly two types of evaluation: a predictive evaluation and a retrospective evaluation. While predictive evaluation is done by the teachers to decide which textbook to […]
The Action-Oriented Approach: Integrating Democratic Citizenship Education into Language Teaching
ABSTRACT: The action-oriented approach in language teaching as adopted by the Common European Framework of Reference for Languages (CEFR) and developed in detail by Puren (2004a, 2009b, 2011d, 2013, 2014a, 2014b, 2016, 2017g), has a dual aim, unlike the communicative approach, of both proposing a framework for teaching languages and […]
Devising Classroom Activities for English as an International Language Pedagogy
ABSTRACT: This paper exemplifies activities devised to raise awareness of EIL students in monolingual classrooms. The ultimate aim is to prepare students for intercultural communication with English users of different varieties of English from different cultural backgrounds by first exposing the students in their monocultural classroom to Englishes from multicultural […]
Evaluating Goals and Methodologies in the Turkish Primary School ELT Curriculum
ABSTRACT: This paper aims to evaluate the goals and methodologies in the Turkish primary school ELT curriculum. The various ELT curriculums implemented in Turkey have been examined and the goals and methodologies adopted in the 2013 ELT curriculum are evaluated. For this purpose, a likert type questionnaire was constructed and […]
On EIL Competence
ABSTRACT: This article critically examines the theoretical framework of communicative competence as developed by Canale (1983) from the perspective of English as an International Language with the claim that the traditional notion of communicative competence reflecting the native English speakers’ linguistic, sociolinguistic, discourse and strategic norms is not appropriate as […]
Standards and Competence in English as an International Language Pedagogy
ABSTRACT: The global spread of English has resulted in varieties of English in different sociolinguistic and sociocultural contexts. The emergence of varieties of English in diverse settings has raised the issue of whether to adopt a single standard English for all English contexts or to recognize a variety of standards. […]
Teaching Languages From a Distance Through Multipoint Videoconferencing
ABSTRACT: The most commonly used and discussed videoconferencing mode for teaching languages from a distance is two-way simultaneous, or point-to-point, videoconferencing. Applications of multipoint videoconferencing to language classes, however, are not very common. This article aims to fill that gap by presenting the technical and pedagogical dimensions of a pilot […]
Models, Norms and Goals for English as an International Language Pedagogy and Task-Based Language Teaching and Learning
ABSTRACT: It is now a widely accepted phenomenon that English has spread to become a world language or a global lingua franca. Based on the increasing diversity in users and uses of English in cross-cultural settings at the present time, the assumptions of current approaches in ELT are currently being […]
The “Communicative Competence” Controversy
ABSTRACT: The main aim of this article is to question Hymes` theory of communicative competence as developed in his paper “On Communicative Competence” (1971) and to critically examine the implications it had for the field of foreign and second language teaching. The article examines the model of language presented by […]