Abstract
In modern methods, in line with the social constructivist and action-oriented approaches, knowledge should be (co-) constructed by the learner in interaction with his or her learning environment which has been established by the teacher prior to the session. A social constructivist approach can be described as learning-centered. This approach indicates learning as an interactive process. This study aims to define how learners build instructional sequences based on the European Common Language Reference Framework (CEFR) and action-oriented methods by using authentic documents including metalanguage. The sequence is for adult learners at A2 level. They are Turkish students who are at least 19 years old and they have participated in a one-year preparatory class with the aim of reaching B1 level. We will analyze the context of the procedure teaching and the profile of the learners to whom it will be passed. At the end of these introductory analyzes, which are important for the development of an audience-specific learning sequence, we will create a sequence guide with additional activity sheets for students.
Highlights
Grammar has always played an important role in foreign language teaching, both in traditional teaching and in more modern methods, such as communicative methods or action methods, which develop rhythmically according to the goals of morphosynthesis. Canale and Swain (1980) argued that one of the important elements in learning language is grammar
In line with the social constructivist and action-oriented approaches, knowledge should be constructed by the learner in interaction with his or her learning environment which has been established by the teacher prior to the session
This study aims to define how learners build instructional sequences based on the European Common Language Reference Framework (CEFR) and action-oriented methods by using authentic documents including metalanguage
Summary
Grammar has always played an important role in foreign language teaching, both in traditional teaching and in more modern methods, such as communicative methods or action methods, which develop rhythmically according to the goals of morphosynthesis. Canale and Swain (1980) argued that one of the important elements in learning language is grammar. It is aimed that students reach information by researching and questioning with constructivism based on foreign language education In this context, we can define constructivist approach as meaningful learning that a learner accomplishes by establishing a relation between existing knowledge and new knowledge. In Le Nouveau Taxi 2 or the Alter Ego 2 teaching guide, The Present Conditional is created with the Future Tense stems and The Imperfect Tense endings. In the French language teaching methods, this formation does not exist, neither in Alter Ego 2 nor Le nouveau Taxi 2 It seems important because it concerns verbs used at A1 and A2 levels, such as: acheter (buy), payer (pay), louer (rent), etc. A condition without a hypothesis can be learned at level B1 with a journalistic or literary text
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