Designing a Lesson Plan about Teaching French Grammar as a Foreign Language from a Social Constructivist Approach

Autor/inn/en	Soylu Bastug, Dilek; Broutin, Jonathan
Titel	Designing a Lesson Plan about Teaching French Grammar as a Foreign Language from a Social Constructivist Approach
Quelle	In: Advances in Language and Literary Studies, 12 (2021) 2, S.13-20 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Grammar; French; Second Language Learning; Second Language Instruction; Foreign Countries; Metalinguistics; Teaching Methods; Constructivism (Learning); Rating Scales; Guidelines; Student Centered Learning; Language Usage; Language Teachers; Teacher Education Programs; College Students; Turkey; Europe + Suchen Sie Ihr Suchwort? Grammatik; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Richtlinien; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Sprachgebrauch; Language teacher; Sprachunterricht; Collegestudent; Türkei; Europa
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. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01