Action Oriented Method in Teaching Turkish as a Foreign Language and Its Effect on Learners’ Attitudes


The purpose of this study is to test the effect of action-oriented method on attitudes in learning environments where Turkish is taught as a foreign language. The study was carried out in Ondokuz Mayıs University in the Turkish Teaching Center. For this purpose, two different groups were identified with a total number of 32 students; 16 of them were assigned as the experimental group and the other 16 students were assigned as a control group. In the experimental group, while the course content prepared for the action oriented method, which is the language teaching approach proposed in the Common European Framework of Reference for Languages throughout the A1- A2 levels, was applied; the course content according to the traditional method was applied to the control group students. The study consisted of 280 course hours, including A1 and A2 levels. The 45-item attitude scale developed by Abidin, Mohammadi and Alzwari (2012) was applied to both groups before and after the study. T-test, Mann Whitney-U test and Wilcoxon signed rank test were used for data analysis. The findings of the study showed that the language teaching program prepared for the action oriented method and applied to the experimental group significantly increased the students' attitudes towards learning Turkish as a foreign language. When the pre-test and post-test of the control and experimental group was compared, a statistically significant difference was observed in favour of the experimental group. When the effect size of this difference was calculated, there was a very high effect size in favour of the experimental group. Considering these results, it is understood that the action-oriented approach has a positive effect on the attitudes of learners.


Keywords


Turkish as a foreign language, action oriented method, attitude, language learning environment

Author : Murat DELİBAŞ - Suna Timur AĞILDERE
Number of pages: 273-293
DOI: http://dx.doi.org/10.29228/ijlet.23371
Full text:
International Journal of Languages Education
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