Abstract:

The aim of this study is to examine the impact of action-oriented approach on the attitudes of the learners towards learning a foreign language in the learning environments where Turkish is taught as a foreign language. The study was conducted at the Turkish Teaching Center at Ondokuzmayıs University and two different groups were determined, consisting of a total of 32 students, including a experiment and control group in the course of the study. The experimental group applies to students the course content prepared for an action-oriented approach, which is the language teaching approach recommended in the European Joint Application for Languages text during the course A1-A2, while the control group applies to students the course content in accordance with the traditional method. The study was continued for 280 lessons hours, including A1 and A2, and the 45 material attitude scale developed by Abidin, Mohammadi and Alzwari (2012) was applied to both groups before and after the study. In the analysis of the data, T-test, Mann Whitney-U test and Wilcoxon-marked order test were used. The findings of the study have shown that the language teaching program prepared and applied to an action-oriented approach significantly increased the attitude of students towards learning Turkish as a foreign language. When the control group compares the differences between the first test and the last test and the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test differences between the first test and the last test. When calculated the impact size of this difference, a very high impact size was shown in favour of the experimental group. Having these results taken into account, it is clear that action-oriented approach has a positive impact on the attitudes of the learners.