Özet:

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.  

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