Abstract:

This study aims to comparatively examine the use of the content-based instruction model and action-oriented approach in foreign language education. Within this scope, the similarities and differences between the content-based instruction (CBI) model and the action-oriented approach and the positive and negative aspects of these were determined. Evaluations were made on which of them would be more appropriate to follow in teaching/learning the target language as a foreign language. Since the 1990s, various teaching models have emerged that envisage content-based teaching/learning of the second language and, at times, foreign language teaching in an interdisciplinary framework. One of them is the content-based instruction model. This model became popular in the United States and Canada in the 1990s. The focus of content-based teaching is on both the content and the target language at the same time. However, the degree of focus on content or language varies across models. The action-oriented approach was adopted for foreign language teaching/learning in Europe after the 2000s. It intends to maintain the target language based on the socio-cultural context in accordance with the thematic structuring. While the background of the content-based instruction model is to use the target language in the dimension of interdisciplinarity and the philosophy of multilingualism, it can be said that behind the action-oriented approach, there is multilingualism and the purpose of using the language in daily life based on communication, interaction and action. While it is essential to be able to use the target language in an interdisciplinary context when evaluating the subject in terms of second language education, it is more crucial to use the target language in daily life when evaluating the subject in terms of foreign language education. For this reason, employing an action-oriented approach in foreign language education appears to be more beneficial.

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