A different approach to teaching French as a foreign language at preparatory school: From curriculum development to practice

Ayşe İşık AKDAĞ

Makale detayları

A different approach to teaching French as a foreign language at preparatory school: From curriculum development to practice

Yazarlar:

Ayşe İşık AKDAĞ

Yayıncı:

Inonu University

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Inonu University Journal of the Faculty of Education 2018 Vol.19 Issue 3, pp.231-239

Belge Tipi:

Makale

Yayın Tarihi:

12/2018

Belge Dili:

Türkçe

Document ID (Org No.):

2000477765

Sıklık:

Üç Yıllık

eISSN:

2149-9683

pISSN:

1300-2899

Özet:

 


This study aims to
evaluate the effects resulted from the implementation of a new curriculum for
the teaching of French as a foreign language (FLE) at undergraduate level.
Since majority of students found foreign language coursebooks (FLCs) not
motivating, a curriculum that aims to develop language competences by excluding
FLCs was designed. The theoretical framework of this curriculum is based on
CEFR, on the Bologna Process and on the National Qualifications Framework for
Higher Education. The research was designed as an action research in education.
The sample consisted of 30 prep class students at a state university. The data
collected from the students through a questionnaire were analysed by SPSS
Statistics 21. The results of the study indicate that students found this new
curriculum very successful. Except one course, satisfaction levels of 100%, 92%
, 82.6 , %65,4 and 54,2 were achieved for Book Reading, Verbal Communication,
Grammar, Dictation and Written Communication. The designed curriculum may be
used in different institutions if altered in line with learners’ needs.



.

 


This study aims to
evaluate the effects resulted from the implementation of a new curriculum for
the teaching of French as a foreign language (FLE) at undergraduate level.
Since majority of students found foreign language coursebooks (FLCs) not
motivating, a curriculum that aims to develop language competences by excluding
FLCs was designed. The theoretical framework of this curriculum is based on
CEFR, on the Bologna Process and on the National Qualifications Framework for
Higher Education. The research was designed as an action research in education.
The sample consisted of 30 prep class students at a state university. The data
collected from the students through a questionnaire were analysed by SPSS
Statistics 21. The results of the study indicate that students found this new
curriculum very successful. Except one course, satisfaction levels of 100%, 92%
, 82.6 , %65,4 and 54,2 were achieved for Book Reading, Verbal Communication,
Grammar, Dictation and Written Communication. The designed curriculum may be
used in different institutions if altered in line with learners’ needs.


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Makale detayları

A different approach to teaching French as a foreign language at preparatory school: From curriculum development to practice

Yazarlar: Ayşe İşık AKDAĞ

Yayıncı: Inonu University

Ana Başlıklar: Sosyoloji & antropoloji

Dergi: Inonu University Journal of the Faculty of Education 2018 Vol.19 Issue 3, pp.231-239

Belge Tipi: Makale

Yayın Tarihi: 12/2018

Belge Dili: Türkçe

Document ID (Org No.): 2000477765

Sıklık: Üç Yıllık

eISSN: 2149-9683

pISSN: 1300-2899

Sayı

Yazarlar:

Ayşe İşık AKDAĞ

Yayıncı:

Inonu University

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Inonu University Journal of the Faculty of Education 2018 Vol.19 Issue 3, pp.231-239

Belge Tipi:

Makale

Yayın Tarihi:

12/2018

Belge Dili:

Türkçe

Document ID (Org No.):

2000477765

Sıklık:

Üç Yıllık

eISSN:

2149-9683

pISSN:

1300-2899