A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS TÜRKÇE VE İNGİLİZCE DERS KİTAPLARININ ŞAHSİLEŞTİRME AÇISINDAN KARŞILAŞTIRILMASI
A good language learner is willing to learn and guess (Rubin, 1975). Communicative Approach with the help of activities like interactive language games, information gap, social interaction leads students to communicate interactively (Richards & Rodgers, 1986). Taking into account all of these, personalization activities make students communicate more by getting learner’s attention into the topic. Therefore, books teaching Turkish and English need to be prepared with this emphasis. The aim of this study is to examine and compare the personalization exercises in Turkish and English language teaching books. In the comparison of the personalization exercises in Turkish and English teaching coursebooks, percentage of personalization exercises increases in both coursebooks’s second levels. When İzmir and Speak Out are compared, Speak Out Pre-Intermediate has the highest rate for personalization exercises. And it is followed by Speak Out Elementary, İzmir A2 and İzmir A1 respectively.
Keywords
Foreign language teaching, personalization, coursebooks
@article{2016,title={A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS},abstractNode={A good language learner is willing to learn and guess (Rubin, 1975). Communicative Approach with the help of activities like interactive language games, information gap, social interaction leads students to communicate interactively (Richards & Rodgers, 1986). Taking into account all of these, personalization activities make students communicate more by getting learner’s attention into the topic. Therefore, books teaching Turkish and English need to be prepared with this emphasis. The aim of this study is to examine and compare the personalization exercises in Turkish and English language teaching books. In the comparison of the personalization exercises in Turkish and English teaching coursebooks, percentage of personalization exercises increases in both coursebooks’s second levels. When İzmir and Speak Out are compared, Speak Out Pre-Intermediate has the highest rate for personalization exercises. And it is followed by Speak Out Elementary, İzmir A2 and İzmir A1 respectively.},author={Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ},year={2016},journal={International Journal of Language Academy}}
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ . 2016 . A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS . International Journal of Language Academy.DOI:10.18033/ijla.442
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ.(2016).A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS.International Journal of Language Academy
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ,"A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS" , International Journal of Language Academy (2016)
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ . 2016 . A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS . International Journal of Language Academy . 2016. DOI:10.18033/ijla.442
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ .A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS. International Journal of Language Academy (2016)
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ .A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS. International Journal of Language Academy (2016)
Format:
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ. (2016) .A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS International Journal of Language Academy
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ . A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS . International Journal of Language Academy . 2016 doi:10.18033/ijla.442
Feryal CUBUKCU-& Yasemin SANGA GÖRGÜ."A COMPARATIVE STUDY ON PERSONALIZATION IN TURKISH AND ENGLISH LANGUAGE TEACHING TEXTBOOKS",International Journal of Language Academy(2016)