Mesleki İngilizce öğretiminde audio-visual/video kullanımı
Başlık çevirisi mevcut değil.
- Tez No: 25907
- Danışmanlar: DOÇ. DR. AYŞEGÜL YÜKSEL
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1993
- Dil: Türkçe
- Üniversite: Ankara Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Batı Dilleri ve Edebiyatları Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 150
Özet
Özet yok.
Özet (Çeviri)
i SUMMARY Engiish for Specific Purposes (ESP) is an apporach to language teaching which aims to meet the needs of particular learners. ESP has two main branches: Engiish for Acaderaic Purposes (EAP) and Engiish for Occupational Purposes (EOP). Engiish for Academic Purposes is priraarily concerned with teaching Engiish as a means of developing the learners' language proficienay sufficiently to enable them to undertake studies to university level and to be able to function in the language. Engiish for Occupational Purposes is based on the needs of the learners as part of their work ör profession. The majority of EOP learners are adults who require some aspect of Engiish language knowledge ör profioiency to communicate in their.jobs. The interests and requirements of the learners act as a guide to the design of teaching materials, including audio-visual aids. The use of authentic materials and appropriate audio-visual aids help the learners to further the necessary language skills related with their oocupation. Audiotapes, language laboratories and radio, being purely auditory, and television and video, providing a full audio-visual stimulation, play an important role in the teaching/learning process. They are potential resources for doing various111 communictaive activities in teaching English for Occupational Purposes. And accordingly, it is preferred to plan on a multi-media basis to exploit the sepeoifia advantages of each medium. The language laboratory is an effective raeans of developing listening and speaking skills of the learners. it is mainly used for intensive praatice and manipulation of language structures through dialogues and drills. By repeated practice it helps the learners not to forget what has been orally introduced in the classroom. it gives thera the chance of hearing the language spoken by native speakers. The work in the language laboratory can be more effective than similar classroom practice as it offers certain facilities that cannot be reproduced in the classroom. Despite the rapid technological developments, radio deserves its place as the global medium of comraunication and it is in use in language education. Radio, that can be used in class, ör, more likely at home, develops listening ability. Listening to the radio trains the ear of the learner and raakes it easier to speak the language. Radio concentrates attention on speech and helps the learner to get the rhythm and sound of English. Television offers visiual and audio clues to meaning and shows language in context and provides a stiraulus for communication. it brings the outside world112 into the classroom and introduces the culture of the target language. Television, like the radio, is a rich source of language in use, vocabulary and idioms and develops listening comprehension and speaking ski Us. Both radio and television offer a nativ speaker model and enable the learners to get the pronunoiation, intonation and stress peculiar to English Although radio and television contribute to foreîgn langage learning, they are not widely used in the field of English f ör Occupational Purposes. They have two important limitations. First, it is rarely possible to find a suitable programme based on the particular needs of the learners and, second, a programme on radio ör television can only be listened to ör viewed, önce ör twice, as it is transmitted. Hovever, video programmes can be seen as many times as the learners wish. Video offers various possibilities for language teaching and learning. it is an effective mediura that goes with communicative teaching. it allows the teachers to use a variety of techniques and communicative activities. it motivates the learners and allows them to concentrate on the language and on visual clues in detail and help them to interpret what has been said and seen. it is obvious that teaching materials with sound and moving pictures make language raore al ive and meaningful and facilitate coraprehension.113 Video has an important role in teaching English för Occupational Purpores. it provides f ör learners to hear authentic language used in context. it can aid meaning by showing relevant information in close-up. it helps the learners to acquire the lînguistic and coramunicative skills needed in professional life. Ali the audio-visual aids are found useful for developing some language skills but video is found particularly useful in teaching English for Occupational Purposes as it makes the teaching/learning process more effective.
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