Planning, implementation and evaluation of the subject of professions in the German courses
Aim. In Turkey, in connection with the Bologna process, German is also taught in Turkish universities as an elective course. There is an important relationship between the selection of the subject in the elective German courses, detailed planning of the courses, and the implementation of the appropriate method. In this study, the subject of professions was planned for the elective German courses. The purpose of this study is the preparation, implementation and evaluation of a sample lesson to describe the selection of the subject of professions for the German course taught as an elective course in the universities.
Concept and Methods. This study was conducted by qualitative research. The document research technique was used in the study (Yıldırım & Şimşek, 2008). During the 2018/2019 academic year, I taught about the subject of profession selection in my German courses. I prepared, implemented and evaluated the subject of professions according to the lesson planning model I had previously developed (Coşkun, 2018). I prepared the materials used in this course according to this model.
Result and Conclusion. The success of the lesson planning model mentioned above was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with the Bologna process exerted efforts in establishing contact with the instructor and the students attending the class. It was observed that the participants introduced themselves, mentioned the field or the branch in the university where they were studying, and were interested to gain experience abroad in order to be successful in their professions. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the lesson according to the method, play an important role in the continuation of this interest. Therefore, effective lesson planning models and unique methods should be developed.
Origin. Students from all the departments of the university may attend the elective German language classes opened in connection with the Bologna process. The condition for participation in the courses “German for Erasmus” and “German for Communication” which I teach, is to learn German at the A1 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the quality of the German and other language education they had received from primary to high school and university play an important role in this. In the recent years, the number of participants from German and other foreign language speaking countries has increased. The students who had been in German-speaking countries under the Erasmus program participate in the German courses also to maintain their fluency in the German language. In order to execute the German courses effectively for different purposes, for different fields and participants coming from different countries and students with different levels of fluency, a suitable method should be developed. It is believed that this inter-disciplinary study will contribute to the active German courses.
Aykır, Z. (2018). Mesleki ve Teknik Eğitimde Kullanılan Modüllerin Niteliğine İlişkin Öğrenci ve Öğretmen Görüşlerinin Değerlendirilmesi [Evaluation of Students and Teachers’ views on the Quality of Modules Used in Vocational and Technical Education]. Yayınlanmamış yüksek lisans tezi (unpublished master's thesis). Ankara.
Bakırcıoğlu, R. (2016). Ansiklopedik Eğitim ve Psikoloji Sözlüğü [Encyclopedic Dictionary of Education and Psychology], Genişletilmiş 2. Ankara: Anı Yayıncılık.
Başol, G. (2016). Eğitimde Ölçme ve Değerlendirme [Measurement and Evaluation in Education]. Ankara: Pegem Akademi.
Bayçu, S., Kocadağ, T. & Coşkun, H. (2014). Masalların Dil Öğretiminde Kullanımi [Use of fairy tales in language teaching]. In: H. Coşkun (Ed.), Eğitim ve Öğretimde Masalların Önemi–Planlama, Uygulama ve Değerlendirme [The Importance of Fairy Tales in Education – Planning, Practising and Evaluating] (pp.15-32). Berlin: Dagyeli Verlag.
Bayraktaroğlu, S. (2014). Neden Yabancı Dil Eğitiminde Başarılı Olamıyoruz? [Why can't we succeed in foreign language education?]. In: A. Sarıçoban & H. Öz (Eds.), Türkiye’de Yabancı Dil Eğitiminde Eğilim Ne Olmalı? [Trends What Should Turkey in Foreign Language Education] (pp.1-7). Ankara: Hacettepe Yayınları.
Bilen, M. (1993). Plandan Uygulamaya Öğretim [Plan to Practice ]. Ankara: TAKAV.
Brandhofer-Bryan, K. (2008). Lernen mit allen Sinnen: 72 Sinn volle Lernspiele [Learning with all the senses: 72 Meaningful learning games]. Offenbach: Gabal Verlag.
Bundesagentur, A. (2018). Beruf Aktuell–Lexikon der Ausbildungsberufe [Profession Current-Lexicon of Apprenticeships]. Ausgabe [Edition] 2018 /2019. Nürnberg.
Coşkun, H. (2006). Oyunlarla Dil Öğretimi, Spiele im Sprachunterricht. Learning Languages Through Games. Türkçe – İngilizce – Almanca. Ankara: CTB Yayınları.
Coşkun, H., ve Deveci, T. (2006). Almanca Dil Bilgisi ve Testler [German Grammar and Tests]. Ankara: Siyasal kitabevi.
Coşkun, H. (2013). The Importance of Educational Marble Games in Teaching German. Eurasian Journal of Educational Research, 53, 151-174.
Coşkun, H. (2018). Description of a Model for Lesson Planning on Peace Education in Teacher Training. Journal Education Culture Society, 1/2018, 118-142.
Dinçer, Ö. (2012). Mesleki ve Teknik Eğitim Çalıştayında Yapılan Konuşma Metni [Text of Speech in Vocational and Technical Education Workshop]. In: H. Y. Ersöz & Ö. Açıkgöz (Eds.), Mesleki ve Teknik Eğitim Çalıştayı [Vocational and Technical Education Workshop]. Mesleki ve Teknik Eğitim Genel Müdürlüğü: Manavgat. Antalya.
E&W Erziehung & Wissenschaft, Zeitschrift der Bildungsgewerkschaft 10/2017. Individuelle Wertschätzung Berufliche Bildung [Education & Science, Journal of the Education Union 10/2017. Individual Appreciation Vocational training]. Frankfurt: am Main.
Glowacka-Perlowska, E. (2007). Einfach gut Deutsch für Alltag und Beruf, Band 1 [A subject good German for everyday life and occupation, Volume 1]. Bratislava: Fraus & Goethe Institut Inter Nationes.
Fearns, A., Buhlmann, R. (2013). Technisches Deutsch für Ausbildung und Beruf, Lehr- und Arbeitsbuch [Technical German for Education and Profession,Textbook and Workbook]. Europa Lehrmittel and Goethe – Institut: Haan-Gruiten.
Häublein, G., Jenkins, R. (2018). Schlaumeier empfiehlt: Schul-Wortschatz Englisch komakt [Schlaumeier (wise guy) recommends: School vocabulary English compact]. Stuttgart: Ernst Klett Vertrieb.
Hengirmen, M. (2006). Yabancı Dil Öğretim Yöntemleri ve TÖMER Yönteme [Foreign Language Teaching Methods and TÖMER Methodology]. Ankara: Engin Yayınevi.
Hölscher, P., Piepho, H. E., Roche, J., Simic, M. (2006). Handlungsorientierter Unterricht mit Lernzenarien -Kernfragen zum Spracherwerb [Action-oriented teaching with learning scenarios-Core questions on language acquisition]. Oberursel: Finken Verlag.
Kocaman, A. (2014). Yabancı Dil Öğretiminde Yöntem ve Ötesi [Foreign Language Teaching Method and Beyond]. In: A. Sarıçoban & H. Öz (Eds.), Türkiye’de Yabancı Dil Eğitiminde Eğilim Ne Olmalı? (pp.29-32). Ankara: Hacettepe Yayınları.
Kocaman, A. (2018). İkinci Dil Öğrenimiyle İlgili Kimi Yaygın Görüşlerden Seçmeler [Selections from Some Common Opinions About Second Language Learning]. Öğreten Dünyası, Yıl. 39, Sayı 458, Şubat, 53-54.
Koithan, U., Schgmitz, H., Sieber, T & Sonntag, R. (2014). Aspekte neu Mittelstufe Deutsch. Lehrbuch mit DVD B1 plus [Aspects new Intermediate German. Textbook with DVD B1 plus]. München: Klett-Langenscheid.
Öz, H. (2014). Teknoloji ve Yabancı Dil Eğitimi [Technology and Foreign Language Education]. In: A. Sarıçoban & H. Öz (Eds.), Türkiye’de Yabancı Dil Eğitiminde Eğilim Ne Olmalı? (pp.167-176). Ankara: Hacettepe Yayınları.
Republic of Turkey Ministry of National Education (2010). The Turkish Educational System. Ankara: MEB.
Roche, J. (2005). Fremdsprachenerwerb Fremdsprachendidaktik. UTB basics. A. Francke Verlag: Tübingen und Basel.
Selçuk, Z. (2018). Mutlu Çocuklar Güçlü Türkiye, 2023 Eğitim Vizyonu [Happy Children Strong Turkey on the 2023 Education Forecast]. Ankara: Milli Eğitim Bakanlığı.
The Common European Framework of Reference for Languages (GER) Learning, Teaching, assessment (2011). Council of Europe, Modern Languages Division. Strasbourg: Cambridge University Press.
Viau, R. (2009). La motivation à apprendre en milieu scolarire, Éditions du Renouveau Pédagogique Inc. Tous Droits Reservés [Motivation in school, learning motivation and motivation in school], translated by Yusuf Budak (2015). Ankara: Anı Yayıncılık.
Yıldırım, A., Şimşek, H. (2008). Sosyal bilimlerde nitel Araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Yayincilik.
Yılmaz, E. (2011). Mein Sprach- und Deutschlandbegleiter: Konuşma ve Almanya Rehberim. München: Goethe-Institut.
YÖK (2007). Öğretmen Yetiştirme ve Eğitim Fakülteleri [Teacher Training and Faculties of Education]. Yükseköğretim Kurulu (Higher Education). Ankara.
Sosyal Bilgiler.gen.tr. (2008). Türk eğitim sisteminin genel amaçları. Retrieved December 20, 2018 from http://www.sosyalbilgiler.gen.tr/forum/yonetmelik-ve-genelgeler/turk-egitim-sisteminin-genel-amaclari/.
Copyright (c) 2019 Hasan Coşkun
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.