Yabancı Dil Öğretiminde Proje Tabanlı Öğrenme: Kuram, Uygulama ve Araştırma

Yazarlar

Ali Duran

Özet

Bu bölümde, yabancı dil öğretiminde proje tabanlı öğrenme; kuramsal, uygulamalı ve araştırmaya dayalı boyutlarıyla kapsamlı biçimde ele alınmaktadır. Proje tabanlı öğrenmenin yapılandırmacı, sosyokültürel, deneyimsel ve ikinci dil edinimi kuramlarından beslenen çok katmanlı temelleri incelenmekte; bu yaklaşım, görev tabanlı ve içerik tabanlı öğretim gibi ilişkili yöntemlerden ayırt edilmektedir. Stoller'in aşamalı çerçevesi, Altın Standart Proje Tabanlı Öğrenme modeli ile hibrit ve türe özgü modeller karşılaştırmalı olarak değerlendirilmekte ve her biri gerçek sınıf ortamlarından seçilen örnek olay incelemeleriyle somutlaştırılmaktadır. Bölümde ayrıca proje tabanlı öğrenmenin sözlü ve yazılı üretim, anlama becerileri, söz varlığı, kültürlerarası yeterlik, öğrenen özerkliği, motivasyon ve kimlik gelişimi üzerindeki etkilerine ilişkin güncel bulgulara yer verilmektedir. Teknoloji destekli ve uzaktan iş birliğine dayalı uygulamalar, üretken yapay zekânın sunduğu olanaklar ve etik sorunlarla birlikte tartışılmakta; öğretmen rolü, özgün değerlendirme ilkeleri ve uygulamada karşılaşılan güçlükler eleştirel bir bakışla incelenmektedir.

This chapter offers a comprehensive examination of project-based learning in foreign language education across its theoretical, practical, and research dimensions. It explores the multilayered foundations of the approach, drawing on constructivist, sociocultural, experiential, and second language acquisition theories, and distinguishes it from related methods such as task-based and content-based instruction. Stoller's sequential framework, the Gold Standard Project-Based Learning model, and hybrid or genre-specific models are compared, each illustrated through case studies grounded in authentic classroom settings. The chapter presents current findings on the effects of project-based learning on oral and written production, receptive skills, vocabulary, intercultural competence, learner autonomy, motivation, and identity development. Technology-enhanced and telecollaborative applications are discussed alongside the opportunities and ethical challenges posed by generative artificial intelligence, while the teacher's role, authentic assessment principles, and practical implementation difficulties are examined critically.

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