Akademik Veri Yönetim Sistemi
The ESBB-TDTU International TESOL Conference 2022, Thanh-Pho-Ho-Chi-Minh, Vietnam, 9 - 10 Aralık 2022, ss.18, (Özet Bildiri)
This paper aims to illustrate the
difference between the implementation of projects in communicative textbooks
and action-oriented textbooks. I conclude that many communicative textbooks
place projects at the end of the units as an attachment to the unit so that the
students start doing the project after they complete the unit. I also conclude
that projects in many communicative textbooks function only or primarily as
reuse activities, just as final tasks, which will allow students to reuse the language
content of the unit. In action-oriented textbooks, on the contrary, the
textbook unit is actually a project as a whole, so that the students can,
initially, appropriate the planned project scenario with the possibility of
modifying it, and then they can begin the project at the beginning of the unit,
implement it during the unit and finalize the project at the end of the unit
even if the project scenarios are placed at the end of the units. Although the
projects in action-oriented text[1]books also allow students
to reuse the language content of the unit, the ultimate goal of the projects in
these textbooks is to train learners as social actors