DOI: 10.22192/iajmr.2019.5.6.2
Indo – Asian Journal of Multidisciplinary Research (IAJMR)
ISSN: 2454-1370
THE INFLUENCE OF ACTIVITY-BASED LEARNING AND
INQUIRY-BASED LEARNING ON ACQUIRING ADVANCED LANGUAGE SKILLS
Fethi Kayalar*
Faculty of Education, Erzincan B. Y. University, Turkey.
Abstract
The skill defined in the form of abilities aimed at acquiring, developing and transferring them to life in the learning process for the students is a concept that requires skills, knowledge and includes performance. The Language Teaching Program is always based on an activity-based approach. In the program, which aims to use the language correctly, it is suggested to apply some activities during the course in order to achieve the objectives and the achievements determined in advance. It is possible to apply reading, listening, speaking and writing skills to ensure that students understand and make sense of what they read and listen to, and use effective communication ways. In the study, we aimed to find out the influence of Activity-based Learning and Inquiry-based Learning on acquiring Advanced Language Skills. We searched the students skills and communication abilities of the students as to which one is effective in advanced language skills. We concluded that the both learning skills are quite important in acquiring plain Language skills but Activity-based Learning Skill is more effective than Inquiry-based Learning.
Key words: Advanced language Skill, Inquiry - based Learning, Activity - based Learning and Language skill.
1. Introduction
Throughout the history of foreign language teaching, how to teach the language has always been the subject of discussion. Foreign language teaching methods are not only a means of learning a foreign language and gaining knowledge, but also systems that strive to show the way to make the student a more competent learner in teaching studies. In language teaching, the method is an element of instruction that will enable the student to reach the aims of education as fast and reliable as possible. Although, many teaching and learning methods have been developed up to now, there is no ideal method due to the learning differences of the learners.
*Corresponding author: Dr. Fethi Kayalar
E.mail: [email protected]
Received: 10.08.2019; Revised: 07.09.2019;
Accepted: 16.09.2019.
Communication approaches include learning through tasks, learning through projects, encouraging curiosity and motivating students to participate in class activities, motivating and enhancing their skills, developing an ability to facilitate the ability, for instance – the opportunities such as finding an address, measuring the dimensions of an object, building a toy plane - are provided for the learners.
Gaining advanced language skills through Activity-based Learning and Inquiry-based Learning
Students with advanced language skills are expected to be critically thinking, producing, creative, and social. However, each of the basic language skills, none of which is simpler than the other, should be emphasized in the training process. For example, in the studies on listening that is thought to be the easiest skill, it is emphasized that listening is one of the most difficult but most neglected skills and it is shown that like every skill, practice should be done to improve listening (Akyol, 2006; Özbay, 2005; Kayalar and Kayalar, 2017) also mentions that listening forms the basis for other language skills and complains that teachers spend most of their time on teaching reading and writing.
When the problems encountered in gaining the language skills affecting the success of the individual in all areas are examined, it becomes clear that the issue of how and what to teach 'what' in the context of teaching Turkish as a mother tongue becomes important especially in terms of developing reading comprehension and writing skills (Belet and Yaşar, 2007) . Sağır (2002) in his research on grammar teaching revealed that teachers and students generally did not like grammar and saw them as cold, difficult and unlearnable. Research reveals that new searches are needed in order to enrich the communication opportunities and gain basic language skills for the individual to be more successful.
It seems difficult to gain some of the objectives and acquisitions of today's curriculums to the students with the applications made in the course and also to be permanent in case of established skills and habits. For this reason, teachers and the teaching system should be in a content that encourages the students to check whether they use the knowledge and skills they have learned effectively and correctly in social life outside the classroom and school environment.
It should be remembered that learning is not an instant activity, but takes place within a certain process. If the courses are not applied,
the learned subjects can be forgotten in a short time. In a study by Kayalar and Kayalar (2017), investigating the effectiveness of practicing what was learned, it was found that if the information was not repeated or used, a great part of the material learned was forgotten especially after learning. For this reason, individual presentations and activities such as group presentations, projects, performance tasks and research studies should be given importance during the teaching process (Özben, 2006; Kayalar and Kayalar, 2018).
understand, transfer and communicate a meaning.
Communicative competence is also important to gain Advanced language Skill. Communicative competence means having the knowledge and skills necessary to communicate with a language society. This competence includes not only linguistic and sociological rules of communication and interaction, but also cultural rules and information that underlie the context and content of communication events and interaction processes. Again, this ability does not require any language to know only the language. The communicative ability also requires knowing what to say in a given situation and how to say it appropriately (Aktaş, 2005).
In this type of communicative competence, speaking, listening and listening comprehension skills, which are the basic functions of language, come to the forefront. The importance of these skills for verbal communication and the necessity of them to be acquired through different activities in a foreign language course are understood automatically. As Demircan (1990) points out, the act of speaking is seen as a four-dimensional act-producer, sensor, auditory, visual- in terms of the organization as it includes the expression of voice, grammar, or both, joining both as perceptive and producer, not only with sound production but also with face and body movements.
2. Method
Problems of the Research
In the study we tried to find an answer to which learning skill is more effective in Advance Language Skill, inquiry-based learning or activity-based learning.
Method
This study searches for the effects of Inquiry-based learning and activity-based learningin gaining advanced language skills of the students. In the study we used Induction Survey Model which is a sub-form of Qualitative Research Model. Induction research method makes empirical generalization from individual observations and measurements, it repeats features in cases try to determine the model,
converts this model to a hypothesis or proposition.It seeks to reach a larger generalizable result or theory (Yıldırım and Şimşek, 2000).
3. Discussion and Conclusion
The diversity of methods available in language teaching brings with it the question of which methods are more effective in language teaching. A method that may be useful on one person may not be as successful on another person or may fail completely (Tarcan, 2004).
In order for the methods to be successful in gaining advanced language skill, it is important the personal characteristics of the target audience, the language spoken in the teaching environment, the economic and social conditions should be taken into account. Consideration of a number of factors such as the use of the method needs to be adapted and improved. Foreign language teaching techniques have been developed in order to teach mainly western languages. Given the origin of languages, specific teaching methods should be developed for languages other than the Indian European language family.
Students who learn a foreign language through auditory-linguistic management learn the language mechanically because they listen and repeat it continuously. This makes it possible to speak the language only in patterns. Since new words and patterns are taught in a context, students have difficulty understanding and using them outside the context. In addition, students cannot use it creatively because they learn the language in certain patterns through repetition. So, activity-based learning skill is quite effective in gaining advanced language skill.
It is also debatable whether this method is equally suitable for students of all ages. While children learn better with voice repetition, adults can learn the language efficiently with this method when integrated with grammatical explanations of memorization and repetition.
4. References
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DOI Number DOI: 10.22192/iajmr.2019.5.6.2
Thomson Reuters Researcher ID K-4194-2016
ISI Impact Factor 3.652
How to Cite this Article:
Fethi Kayalar. 2019. The influence of Activity-Based Learning and Inquiry-Based Learning
on acquiring Advanced Language Skills. Indo - Asian Journal of Multidisciplinary Research,
5(6): 1913 – 1917.
DOI: 10.22192/iajmr.2019.5.6.2
