ACTION-ORIENTED LANGUAGE TEACHING: OPINIONS OF STUDENTS OF FRENCH ABOUT SHORT FILM SHOOTING PROJECT

Canan Aydınbek, Esra Başak Aydınalp

Abstract


The aim of this study is to analyze efficiency of teaching French with a short film project and to reveal learners' opinion. In this study, case study, which is one of the qualitative research methods, was preferred. This study was conducted with 10 students of Anadolu University, Faculty of Education, French Language Teaching Department. The data is collected through observation and group interview techniques. Macro and micro tasks were assigned in order to develop learners' linguistic and extra linguistic skills during 8-weeks. Furthermore, products such as scenario, banner, short-film etc. have also been analyzed as documented data. Observation and interview notes were coded by two researchers and 92% reliability was achieved; 6 themes and 15 subthemes were thus forged. According to findings, the motivation of the participants increased. Possible reasons for this are the different and fun activities, creating a concrete product and feeling successful. In group work a positive synergy observed among good associates, but learners’ discussion, co-deciding and cooperation skills need to be improved. Participants stated that their creativity, socio–cultural, self-learning and self-assessment skills have developed. In conclusion, project-based learning, supported by action-oriented approach, helps to increase student motivation, creativity, intercultural skills and autonomous learning skills.

Article visualizations:

Hit counter


Keywords


action-oriented approach, French language teaching, short film, project-based learning

Full Text:

PDF

References


Alrabadi, Elie (2012). Pour l’introduction de la perspective actionnelle basée sur la réalisation des tâches communicatives en classe de langue étrangère, Synergies Canada, No. 5.

Aydoğu, C., Ercanlar, M. & Aydınalp, E. B. (2017). Fransızca Yabancı Dil Öğretiminde Eylem-Odaklı Yaklaşıma Dayalı Bir Uygulama Örneği: Nitel Bir Durum Çalışması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4), pp. 760-779

Bagnoli, P., Dotti, E., Praderi, R., Ruel, V. (2010). La perspective actionnelle: Didactique et pédagogie par l’action en Interlangue. ANEP foro Langes. http://www.doscubos.com/clientes/3fla/ponencias/002.pdf accessed 25 June 2019.

Bento, M. (2013). Regards théoriques sur la perspective actionnelle dans l’enseignement des langues en France, Éducation Didactique, 7/1. Retrieved from https://educationdidactique.revues.org/1404 accessed 23 mars 2019. doi: 10.4000/educationdidactique.1404

Bourguignon, C. (2009). L’apprentissage des langues par l’action. L’approche actionnelle dans l’enseignement des langues. Paris : Edition Maison des langues, 2e édition révisée et enrichie, p. 49-78.

Brunelière, J.-F., Oliveira, C., L. P. (2016). La pédagogie de projet en cours de FLE : expérience dans un collège brésilien. Revista Letras Raras, 5, 5, 100-114. Retrieved from

https://www.researchgate.net/publication/334692803_La_pedagogie_de_projet_en_cours_de_FLE_experience_dans_un_college_bresilien, doi: 10.35572/rlr.v5i3.701

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., A., Karadeniz, Ş., Demirel, F. (2018). Bilimsel Araştırma Yöntemleri, Ankara : Pegem Akademi Yayıncılık.

Conseil de l’Europe (2001). Cadre Commun de Reference pour les Langues, Apprendre, Évaluer, Enseigner, Paris: Didier.

Coste, D. (2010). Tâche, progression, curriculum. The Canadian Modern Language Review / La revue canadienne des langues vivantes, Volume 66, (4), pp. 499-510. https://www.muse.jhu.edu/article/390804.

Creswell, J. (2013). Nitel Araştırma Yöntemleri (Bütün, M., Demir, S. B.çev.). Ankara: Siyasal Kitabevi.

Creswell, J. (2015). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Pearson.

Creswell, J. (2017). Nitel Araştırmacılar İçin 30 Temel Beceri (Özcan H. çev.) Ankara: Anı Yayıncılık

Ellis, R. (2003). Task-based Language Learning and Teaching, Oxford: Oxford University Press.

Griggs, P. (2009). À propos de l’articulation entre l’agir de l’usage et l’agir de l’apprentissage dans une approche actionnelle : une perspective sociocognitive. L’approche Actionnelle dans l’Enseignement des Langues. Paris : Edition Maison des langues, 2°édition révisée et enrichie, pp.79-100.

Güler, A., Halıcıoğlu, M. B., Taşğın, S. (2013). Nitel Araştırma Yöntemleri. Ankara: Seçkin yayıncılık.

Hamez, M.-P. (2012). La pédagogie du projet : un intérêt partagé en FLE, FLS et FLM. Le Français Aujourd’hui, 176(1), 77-90. Retrieved from https://www.cairn.info/revue-le-francais-aujourd-hui-2012-1-page-77.htm accessed 10 mars 2020, doi: 10.3917/lfa.176.0077.

Kuduz, E. (2019). L’utilisation des tâches dans l’enseignement du fle, Mémoire de Master, Département de Didactique des Langues Étrangères Programme de Didactique du Français Langue Étrangère, Ankara.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, CA: Sage Publications.

Punch, K. (2005). Introduction to Social Research Quantitative and Qualitative Approaches. 2nd Edition, London: Sage.

Puren, C. (2006a). De l’Approche communicative à la perspective actionnelle. le Français dans le Monde, No.347, pp. 37-40.

Puren, C. (2006b). Explication de textes et perspective actionnelle : la littérature entre le dire scolaire et le faire social. www.aplvlanguesmodernes.org/spip.php?article389 accessed 13 january 2018.

Puren, C. (2014). La pédagogie de projet dans la mise en œuvre de la perspective actionnelle. https://www.christianpuren.com/mes-travaux/2014b/ accessed 15 April 2020.

Puren, C. (2015). Perspectives actionnelles sur la littérature dans l'enseignement scolaire et universitaire des langues-cultures : des tâches scolaires sur les textes aux actions sociales par les textes. in Vignerob, D., Vandewoude D., Pineira-tresmontant, C., L'enseignement-apprentissage des langues étrangères à l'heure du CECRL : enjeux, motivation, implication, Arras (France) : Artois Presses Université. https://www.christianpuren.com/mes-travaux/2015g/ accessed 08 July 2019.

Rosen. É. (2010). Perspective actionnelle et approche par les tâches en classe de langue. The Canadian Modern Language Review / La Revue Canadienne des Langues Vivantes, Volume 66, Number 4, June / juin. pp. 487-498, doi : 10.3138/cmlr.66.4.487

Rosen, É., Reinhardt, C. (2010). Le Point sur le Cadre Européen Commun de Référence pour les Langues, Paris: Cle International.

Springer, C. (2010). La dimension sociale dans le CECR : Pistes pour scénariser, évaluer et valoriser l'apprentissage collaboratif. The Canadian Modern Language Review / La Revue Canadienne des Langues Vivantes, 66, 4, 511-523, doi: 10.3138/cmlr.66.4.511.

Yıldırım, A., Simsek, H. (2011). Sosyal Bilimlerde Nitel Arastirma Yöntemleri. Ankara: Seckin Yayincılık.

Yin, R. K. (2009). Case Study Research: Design and Methods (4th Ed.). Thousand Oaks, CA: Sage.




DOI: http://dx.doi.org/10.46827/ejes.v8i8.3863

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Canan Aydınbek, Esra Başak Aydınalp

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).