Atıf Sayısı
1
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29
İndirme
1
İnsanoğlu var olduğu andan itibaren edindiği tüm bilgi birikimlerini ve kültürel deneyimlerini çeşitli biçimlerde gelecek nesillere aktarmıştır. 20. yüzyılın ikinci yarısından itibaren dünya nüfusunun hızla artması, ülkeler arası sınırların kalkması, göçler, teknolojik gelişmeler ve toplumların kendi kültürleri dışındaki diğer kültürleri tanıma gayretleri tüm alanları etkilediği gibi, eğitim-öğretim süreçlerinin de daha dizgesel bir düzende ilerlemesine neden olmuştur. Yabancı dil öğretme/öğrenme süreçleri de bu gelişmelerden önemli ölçüde etkilenmiştir. Bu bağlamda, 1996 yılında Avrupa Konseyi’nin taslak olarak hazırladığı, 2001’de uygulamaya başladığı diller için Ortak Başvuru Metni (OBM), AB ülkelerinde ve birliğe üye olmak isteyen ülkelerde yabancı dil öğretme/öğrenme süreçlerinde kaynak metin olarak kullanılmaya başlanmıştır. Konsey, bu metinle, dil öğretiminin daha etkili bir biçimde gerçekleştirilebilmesi için programlarda ve ders araç-gereçlerinde olması gereken ölçütleri (yöntemsel, eğitsel ve kültürel vb.) belirlemiş ve öğretme/öğrenme süreçlerini, bu ölçütlere göre düzenleme yoluna gitmiştir. OBM’nin kaynak olarak alındığı bu çalışmada amaç, A 2 düzeyinde Fransızca öğretimi için tasarlanmış “Francofolie 1” ders kitabının eğitsel içeriğini oluşturan sosyokültürel öğeleri belirlemek ve bu öğelerin, OBM‘deki sosyokültürel öğeleri hangi düzeyde karşıladığını ortaya koymaktır. Bu nedenle, 2005 yılında 14-16 yaş arası gençler için hazırlanmış “Francofolie 1” ders kitabının içeriği, doküman analizi yöntemiyle incelenmiştir. Kitap, biçimsel olarak üç ana parkur ve bu parkurlara bağlı dokuz üniteden; üniteler ise dört dersten ve toplamda otuz altı dersten oluşmaktadır. Doküman analizinden elde edilen sonuçlara göre “Francofolie 1”de, OBM ölçütlerine uygun biçimde hedef dilin kültüründen Frankofon ve diğer ülke kültürlerine kadar birçok örnek bulunmaktadır. Kitabın “Unité 0” ve “Civilisation” bölümlerindeki Fransız kültürüne ait örnekler rengarenk, kaliteli ve albenili görsellerle sunulmuştur. Buna karşın diğer ünitelerdeki sosyokültürel içeriğe eşlik eden görsellerin birçoğu, basit çizimlerden ve az sayıdaki gerçek resimlerden oluşmuştur. Bu durum öğrenenlerin motivasyonlarını etkileyeceği için metinlere ya da sosyokültürel öğelere eşlik eden görsellerin öğrenenlerin ilgisini çekecek, yaratıcı düşünmelerine katkı sağlayacak ve öğrenme ihtiyaçlarını karşılayacak biçimde düzenlenmesi gerekmektedir.
From the moment of human existence, he has transferred all his knowledge and cultural experience to the future generations in various forms. Since the second half of the twentieth century, the rapid growth of the world’s population, the rise of cross-country borders, migration, technological developments and the efforts of communities to recognize other cultures outside their own cultures have influenced all fields, and the education and teaching processes have led to progress in a more digestive order. Foreign language teaching/learning processes have also been significantly influenced by these developments. In this context, the Common Application Text (OBM) for the languages which the Council of Europe prepared as a draft in 1996 and which it began to apply in 2001 has begun to be used as a source text in the EU countries and in the countries wishing to become members of the EU for foreign language teaching/learning processes. The Council, with this text, the criteria that should be in the programmes and the course tools (methodical, educational and cultural, etc.) in order to be more effectively implemented language teaching. The teaching and teaching processes have been arranged in accordance with these standards. In this study, OBM is taken as a source, the objective is to identify the socio-cultural elements that make up the educational content of the "Francofolie 1" curriculum designed for French teaching at A2 level and to reveal the level at which these elements meet the socio-cultural elements in OBM. Therefore, the content of the "Francofolie 1" curriculum, prepared for young people aged 14-16 in 2005, was studied by the method of document analysis. The book formally consists of three main routes and nine units connected to these routes; the units consist of four classes and a total of thirty-six classes. According to the results obtained from the document analysis, in "Francofolie 1" there are many examples, from the culture of the target language to the Francofon and other country cultures, in accordance with the OBM standards. Examples of French culture in the chapters "Unité 0" and "Civilisation" of the book are presented with colourful, high quality and albenial images. However, many of the images accompanied by social and cultural content in other units consisted of simple drawings and a small number of real images. Because this situation will affect the motivation of the learners, the images accompanied by texts or socio-cultural elements must be arranged in a way that will attract the learners’ interest, contribute to their creative thinking and meet their learning needs.
Human beings have transferred all their knowledge and cultural experiences that they have acquired since their existence to future generations in various ways. Since the second half of the 20th century, the rapid increase in the world population, the removal of borders between countries, migrations, technological developments and the efforts of societies to recognize other cultures other than their own have affected all areas and caused the education and training processes to progress in a more systematic order. Foreign language teaching / learning processes have also been significantly affected by these developments. In this context, the Common European Framework of Reference for Languages prepared by the Council of Europe drafted in 1996 and started to be implemented in 2001 started to be used as a source text in foreign language teaching/learning processes in EU countries and countries that want to become a member of the union. With this text, the council determined the criteria (methodological, cultural, etc.) that should be in programs and course materials in order to perform language teaching more effectively, and decided to organize the teaching / learning processes according to these criteria. The aim of this study, in which the Common European Framework of Reference for Languages is taken as the source, is to determine the sociocultural elements in the educational content of the "Francofolie 1" textbook designed for teaching French at A 2 level and to describe the level of sociocultural elements in the OBM text. For this reason, the content of the “Francofolie 1” textbook prepared for young people aged 14-16 in 2005, was analyzed using the document analysis method. The book formally consists of three main tracks and nine units connected to these tracks, while the units consist of four courses and a total of thirty-six courses. As a result of the examination, it was seen that there were many elements reflecting the French culture as well as examples reflecting the Francophone culture and the cultures of other societies in the content. According to the results obtained from the document analysis, there are many examples in "Francofolie 1", from the culture of the target language to Francophone and other country cultures in accordance with OBM criteria. While the examples of French culture in the "Unité 0" and "Civilization" sections of the book are presented with colorful and attractive visuals, it is seen that the visuals accompanying the sociocultural content in the other units consist of simple drawings and a small number of real images. Since this situation will affect the motivation of the learners, the visuals accompanying the texts or sociocultural elements should be arranged in a way that will attract the attention of the learners, contribute to their creative thinking and meet their learning needs.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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