Exploring 'The Brain is Wider Than the Sky' by Emily Dickinson Through Task-Based Learning in EFL Classes / Emily Dickinson'un 'The Brain is Wider Than the Sky' Adlı Eserinin Yabancı Dil Öğretimi Sınıflarında Görev Tabanlı Öğretim ile Açımlaması
Abstract
English as a foreign language is learnt and taught for a variety of purposes over vast territories all around the world. Successful classroom learning derives from productive learning contexts established and organized by language teachers who are well knowledgeable about learning theory, linguistic theory, classroom techniques and different methodological approaches (Chastain, 1998). However, the main challenge lies in incorporating more communicative activities into their classes. Since teachers cannot expect learners to learn to communicate without providing the necessary classroom applications, it is of crucial importance to drag learners into relatively more active roles in language classes, where they have their own responsibility for active participation. In order to involve language learners in language learning process thoroughly, bringing literature, specifically poetry, is a worthwhile endeavor since reading poetry embodies language teachers and language learners alike in collaboratively interpreting and analyzing even during the selection process. Through task-based learning, which highlights its advantages over traditional (PPP) Present- Practice- Produce approach, learners will be free of language control through the procedure stage; thus they will be able to use all their language resources rather than isolating one language item and practicing it. This study focuses on presenting a specific poem of Emily Dickinson through the stages of task-based learning (TBL) with the aim of providing intermediate level language learners with the language that is personalized and relevant to them. Through the stages of the TBL, the study aims to purify the use of poetry in language classes in order to develop an authentic context, in which learners must use all their resources to complete the tasks. A sample lesson plan is also suggested.
Key words: Poetry in Language Classes, Task-Based Instruction, Communicative Activities.
References
- Ainy, S. (2008). Poetry in the Language Classroom to Assist in Development of Speaking Skill. Retrived from http://www.esljournal.org/289047413.html. Access Date: 10, 24 th October, 2013.
- Breen, M. (1998). Navigating the discourse: On what is learned in the language classroom. In W. Renandya and G. Jacobs (Eds.), Learners and language learning. Singapore: SEAMEO Regional Language Centre.
- Breen, M. (1987) Contemporary paradigms in syllabus design. Language Teaching 3: 157–74.
- Chastain, K. (1988). Developing second-language skills: theory and practice (3. ed.). San Diego [u.a.: Harcourt Brace Jovanovich.
- Dornyei, Z. (2001). Motivational strategies in the classroom. Cambridge: Cambridge University Press.
- Ellis, R. (2004). Task-based language learning and teaching ([Repr.] ed.). Oxford [u.a.: Oxford Univ. Press.
- Ellis, R. (2000). Task-based research and language pedagogy. Language teaching research, 4(3), 193-220.
- Estaire, S. & Zanon, J. (1994). Planning Classwork: A Task-based Approach. Oxford: Macmillan Heinemann.
- Foster, P. (1999). Task-based learning and pedagogy. ELT Journal, 53(1), 69-70. Goodwyn, A. and Findlay, K. (1999) The Cox Models Revisited: English Teachers Views of their Subjects and of the National Curriculum. English in Education. Vol. 33, No.2, Summer, NATE Sheffield: 19-31.
- Lightbown, P. M., & Spada, N. (1993). How languages are learned. Oxford: Oxford Univ. Press.
- Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT journal, 58(4), 319-326.
- Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL quarterly, 19(2), 207-228.
- Maley, A. and Duff, A. (1989) The Inward Ear: Poetry in the Language Classroom: Cambridge Handbooks for Language Teachers. Cambridge: Cambridge University Press: Introduction, 6-12.
- McRae, J. (1991) Literature with a Small "l". London: McMillan Publishers Limited.
- Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
- Prabhu, N. S. (1987). Second language pedagogy. Oxford [Oxfordshire: Oxford University Press.
- Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Press.
- Skehan, P. (1998b). Task-based instruction. Annual Review of Applied Linguistics 18: 268–86.
- Widdowson, H. G. (1989). The significance of poetry. In Butler C.S, Cardwell, R. A. and Channell, J. (eds.). Language and Literature – theory and Practice. University of Nottingham Monographs in the Humanities: VI, Pp. 51-6
- Willis, J. (1996). A framework for task-based learning. London: Longman.
(EMILY DICKINSON’UN ‘THE BRAIN IS WIDER THAN THE SKY’ ADLI ESERİNİN YABANCI DİL ÖĞRETİMİ SINIFLARINDA GÖREV TABANLI ÖĞRETİM İLE AÇIMLAMASI)
Abstract
Yabancı dil olarak İngilizce öğretimi dünya çapında çok geniş bir sahada gerçekleşmektedir. Başarılı sınıf uygulamaları farklı dilbilim teorileri, sınıf içi öğretim teknikleri ve farklı metodik yaklaşımlar konusunda yetkin öğretmenler tarafından öğrenciyi üretken olmaya sevk eden bağlamlar sayesinde gerçekleşmektedir (Chastain, 1988). Ancak, ana sorun bu öğretmenlerin iletişimsel aktiviteleri derslerine dahil etmeleri konusunda ortaya çıkmaktadır. Yabancı dil öğretmenlerinin gerekli sınıf içi uygulamaları derslerinde uygulamadan öğrencilerinden hedef dilde iletişim gerçekleştirmelerini bekleyemeyecekleri için, öğrencileri yabancı dil sınıflarında kendi öğrenmelerinin sorumluluğunu alacakları ve aktif katılımı gerçekleştirecekleri rollere yöneltilmeleri hayati önem taşımaktadır. Yabancı dil öğrencilerini dil öğrenim süreçlerine tamamen dahil etmek için edebiyatı, hatta spesifik olarak şiiri yabancı dil derslerine dahil etmek yabancı dil öğretmenleri ve öğrencilerini şiirlerin analiz, yorumlama ve hatta çalışılacak şiirlerin seçimi konusunda dahi ortaklaşa çalışacakları bir sürece yönlendireceği için çok faydalı bir girişimdir. Geleneksel sunu, tekrar ve üretimi dikte eden dil öğretim yöntemlerine karşı birçok avantajı bulunan görev tabanlı öğrenme yaklaşımıyla öğrenciler süreç boyunca dil kontrolü konusunda daha özgür olacakları için dile ait kısıtlı bir maddeyi izole edip, onu tekrar etmek yerine öğrendikleri tüm dilsel kaynaklarını kullanabileceklerdir. Bu çalışma orta seviye İngilizce bilen yabancı dil öğrencilerinin dili kendi hayatlarıyla ilişkilendirip kullanabilmeleri amacıyla Emily Dickinson’un ‘The Brain is Wider than the Sky’ adlı şiirinin görev tabanlı öğrenme yaklaşımının aşamalarıyla analizine odaklanmaktadır. Araştırma, görev tabanlı öğrenme yaklaşımının safhalarıyla öğrencilerin görevleri tamamlamak, gerçekçi bir bağlam sağlamak ve tüm dilsel kaynaklarını kullanabilmeleri amacıyla yabancı dil sınıflarında şiir kullanımı konusunu irdelemektedir. Örnek bir ders planı da sunulmuştur.
References
- Ainy, S. (2008). Poetry in the Language Classroom to Assist in Development of Speaking Skill. Retrived from http://www.esljournal.org/289047413.html. Access Date: 10, 24 th October, 2013.
- Breen, M. (1998). Navigating the discourse: On what is learned in the language classroom. In W. Renandya and G. Jacobs (Eds.), Learners and language learning. Singapore: SEAMEO Regional Language Centre.
- Breen, M. (1987) Contemporary paradigms in syllabus design. Language Teaching 3: 157–74.
- Chastain, K. (1988). Developing second-language skills: theory and practice (3. ed.). San Diego [u.a.: Harcourt Brace Jovanovich.
- Dornyei, Z. (2001). Motivational strategies in the classroom. Cambridge: Cambridge University Press.
- Ellis, R. (2004). Task-based language learning and teaching ([Repr.] ed.). Oxford [u.a.: Oxford Univ. Press.
- Ellis, R. (2000). Task-based research and language pedagogy. Language teaching research, 4(3), 193-220.
- Estaire, S. & Zanon, J. (1994). Planning Classwork: A Task-based Approach. Oxford: Macmillan Heinemann.
- Foster, P. (1999). Task-based learning and pedagogy. ELT Journal, 53(1), 69-70. Goodwyn, A. and Findlay, K. (1999) The Cox Models Revisited: English Teachers Views of their Subjects and of the National Curriculum. English in Education. Vol. 33, No.2, Summer, NATE Sheffield: 19-31.
- Lightbown, P. M., & Spada, N. (1993). How languages are learned. Oxford: Oxford Univ. Press.
- Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT journal, 58(4), 319-326.
- Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL quarterly, 19(2), 207-228.
- Maley, A. and Duff, A. (1989) The Inward Ear: Poetry in the Language Classroom: Cambridge Handbooks for Language Teachers. Cambridge: Cambridge University Press: Introduction, 6-12.
- McRae, J. (1991) Literature with a Small "l". London: McMillan Publishers Limited.
- Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
- Prabhu, N. S. (1987). Second language pedagogy. Oxford [Oxfordshire: Oxford University Press.
- Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Press.
- Skehan, P. (1998b). Task-based instruction. Annual Review of Applied Linguistics 18: 268–86.
- Widdowson, H. G. (1989). The significance of poetry. In Butler C.S, Cardwell, R. A. and Channell, J. (eds.). Language and Literature – theory and Practice. University of Nottingham Monographs in the Humanities: VI, Pp. 51-6
- Willis, J. (1996). A framework for task-based learning. London: Longman.
Details
| Primary Language | English |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | January 16, 2014 |
| Submission Date | January 16, 2014 |
| Published in Issue | Year 2014 Volume: 10 Issue: 1 |
