School of Foreign Languages

Eğitim sistemi, günümüzde üzerinde en çok tartışılan ve araştırma yapılan
konulardan bir tanesidir. Özellikle de insanın kendisini yetiştirmesinde ve
geliştirmesinde büyük bir öneme sahip olan bu temel süreç, örgün ve yaygın olarak
bütün toplumlarda uygulanmaktadır. Eğitim sisteminin en temel öğesi olan
öğretmen, eğitimde kaliteyi ve verimliliği etkileyen önemli bir faktördür. Bu
çalışmada, yabancı dil öğretmen adaylarının öğretmenlik mesleğine yönelik
tutumları çeşitli değişkenler açısından belirlenmeye çalışılmıştır. Çalışma, Marmara
Üniversitesi ve Ondokuz Mayıs Üniversitesi Eğitim Fakültelerinin Yabancı Diller
Eğitimi Bölümü Almanca, Fransızca ve İngilizce Öğretmenliği bölümlerinde okuyan
405 öğretmen adayı ile gerçekleştirilmiştir. Bu bağlamda öğretmen adaylarının
öğretmenlik mesleğine yönelik tutumlarının, yaş, cinsiyet, sınıf düzeyi, mezun
olunan bölüm ve mezun olunan lise türü değişkenleri açısından farklılık gösterip
göstermediği saptanmaya çalışılmıştır. Veriler, araştırmacı tarafından geliştirilen
kişisel bilgi formu ile Özbek ve arkadaşları (2007) tarafından geliştirilen
“Öğretmenlik Mesleğine Yönelik Tutum Ölçeği”nin öğretmen adaylarına
uygulanmasıyla elde edilmiştir. Sonuçlar çalışmanın bulgular kısmında tablolar
halinde paylaşılmış ve yorumlanmıştır.
Anahtar Sözcükler: Öğretmenlik, mesleki yeterlilik, mesleki tutum,
yabancı dil öğretmen adayı.

The words are called as basic building blocks of language. It is impossible to discuss the language system without words. It is related to the vocabulary whether a language is rich or not. It is also related to the peoples' vocabulary to understand what is said and written or to express effectively their thoughts and their feelings verbally or in written way. It is needed to have a rich vocabulary to produce successful written works on various topics. Due to these reasons the word has been accepted a significant area of research; it has been studied on each period and it continues to be like this. The vocabulary teaching-learning has a great importance as an integral component of language in foreign language teaching; because the words are the most essential building blocks in the development of all basic language skills. The people communicate mainly through the words. The study is a theoretical knowledge based on research. At the same time it is aimed to analyze two different course books in terms of vocabulary teaching towards the principles of action-oriented approach. As an example Alter Ego and Métro Saint-Michel are examined. While vocabulary teaching is merely given in the activities of other language skills without giving any place to vocabulary teaching in the book Alter Ego, in the book Métro Saint Michel the vocabulary teaching is continued at the part of vocabulary both based on the knowledge and the activities. As a result, it is very important to realize vocabulary teaching by activities and social tasks focused on active participation of learners and by learning in context.

Today, it is discussed that the use of literary texts in foreign language classroom as a course material isn't obligatory; but necessary due to the close relationship between language and literature. Although literary texts are accepted as authentic documents and do not have any purpose for language teaching, they are indispensable sources to be used for development of basic language skills. Here the purpose is not just to contribute to teaching basic language skills, but also to contribute to teaching the culture of foreign language and to provide different perspectives to students while teaching. It is also thanks to linguistic and grammatical structures of literary texts that they can be used as an effective course material to teach the grammar of target language in the foreign language classroom. This study is a theoretical knowledge based on a research and it analyzes the use of literary text to teach grammar in foreign language classroom. The study consists of four parts: in the introduction part, it is discussed briefly the foreign language teaching, the place of grammar in foreign language teaching and the use of literary texts in grammar teaching. The second part discusses that it is necessary to use literary texts in foreign language teaching. In the third part, benefits that can be provided to grammar teaching with the use of literary texts are discussed. Finally, in the conclusion part, the points to take into account while using literary texts in foreign language classrooms are discussed and the suggestions are put forward.

This study aims to describe the place of the grammar-translation method and the direct method in the teaching of French foreign language. Since they are the oldest methods and no longer used in the teaching of FFL, it is possible to see the traces of these methods in language classes today. The path followed to achieve the objectives of foreign language teaching should be combined with the needs of learners changing according to the new developments of modern society and the production of new knowledge. This necessity put this question in the foreground: How should a good method be? To find the right answer to this question, methodologists have been researching for a long time from antiquity to the present day. To teach basic language skills better, it is impossible to avoid the uses of these methods. Vocabulary is one of the most important components of the four basic language skills in foreign language teaching. As a sub-skill, vocabulary always has an important place in language teaching. First, we aimed to show the objectives and peculiarities of the methods chosen. Then, we analyzed the course books that prepared according to these methods and we gave the example of the one unit in the selected course books. Finally, we have seen that each method has its own techniques and vocabulary teaching develops differently in two methods. Résumé Cet article a pour but de décrire la place de la méthode Grammaire-Traduction et de la méthode Directe dans l'enseignement du FLE. Puisqu'elles sont les plus anciennes méthodes et ne sont utilisées plus dans l'enseignement du FLE, il est possible de voir les traces de ces méthodes dans les classes de langue de nos jours. La voie suivie pour atteindre les objectifs fixés de l'enseignement de langue étrangère doit aller de pair avec les besoins des apprenants changeant selon les nouveautés de la société moderne et la production de nouvelles connaissances. Cette nécessité met cette question-ci au premier plan : Comment doit-être une bonne méthode ? Pour trouver la bonne réponse à cette question, les méthodologues font des recherches depuis longtemps de l'antiquité à nos jours. Pour enseigner mieux les compétences langagières de base il est impossible d'éviter l'utilisation de ces méthodes. Le vocabulaire est l'un des plus importants composants des quatre compétences linguistiques de base dans l'enseignement de langue étrangère. Comme un sous-compétence, le vocabulaire a toujours une grande place dans l'enseignement de langue. Tout d'abord, nous avons visé à montrer les objectifs et les particularités des méthodes choisies. Ensuite, nous avons analysé les manuels qui proposent un cours selon leurs propres méthodes et nous avons donné l'exemple des leçons tirées dans les manuels choisis. Enfin on a vu que chaque méthode a ses propres techniques et l'enseignement de vocabulaire se développe diversement dans deux méthodes. Les mots-clés : Méthode grammaire traduction, méthode direct, vocabulaire, Français langue étrangère.