SUBJECT-BASED LANGUAGE TEACHING METHOD
Özne Temelli Dil Öğretim Yöntemi

Author : Kısmet DELİVELİ
Number of pages : 354-379

Abstract

In this study, the ‘Subject-Based Language Teaching Method’ is developed to present an alternative method to teachers in the process of teaching literacy. The aim of this method is to reach the sounds by means of analysing the words gained through the stories, to develop reading and writing skills by analysing syllable-word and sentence forms by means of synthesis studies. Teaching with this method will be carried out in three stages as ‘preparation for reading-writing, transition phase of reading-writing and independent reading-writing’. In the preparation phase of this method, it is tried to develop listening, speaking, visual reading and visual presentation skills of children with the inclusion of the practices which will widen their vocabularies. By using the practices like continuous and non-continuous line drawing, painting, cutting, tearing and pasting, which develop the hand-finger muscles of children, the preparatory works are completed. In the transition phase of reading and writing, the words which will be analysed with stories are gained with the aid of vocabulary cards on which the names of children are written. Therefor, each word that has a name story is also a medium to reach the target sound. The teacher might use the names of the children in the classroom. Before the these words are read and written, every word (subject) is embodied by making a story of it. When the act of speaking is completed, the word “Ali” is read and written by the spelling/pronunciation is being emphasised and the sounds are being remarked. In the next phase, the sounds are gained after the word is analysed as “A-l-i”. As a result of the analysis of the learned word, and after the sounds are reached, the syllables are gained, the words and the sentences are formed. Within all these phases, a “vocabulary board” for the words that will be taught, a “sound board” for the sounds that will be taught and a “syllables board” in order to hang the syllables are prepared. As long as the words are taught, the analysis is carried out and the syllables are gained; they are hung to the “vocabulary board”, “sound board” and “syllables board” seperately. When the words and the sentences are formed by synthesis, the reading and writing texts are prepared with children and these texts are written by them. In the last phase, after the analyses and synthesis practices are completed and when it is the leisure reading and writing time, the reading and writing skills of children are examined. At this level, starting with simple texts and stories, the basic skills are supported and developed through the organization of practices on the basis of learning domains of Turkish.

Keywords

Reading and writing teaching, methods in reading and writing teaching, subject-based language teaching method, modern learning approaches, learning domains of Turkish

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