Author :
Year-Number: 2020-Volume 12, Issue 5
Yayımlanma Tarihi: 2020-10-29 23:48:24.0
Language : English
Konu :
Abstract
Keywords
Abstract
The purpose of this research is to argue that ECRIF stages used foreign language teaching show a taxonomic structure in light of the developments in the classification of cognitive objectives (taxonomy). In this study, it is aimed that ECRIF stages which are used for English teaching show a taxonomic structure in the light of developments in the classification of cognitive goals. This study employs document analysis technique, one of the qualitative research methods. By using many databases, studies about ECRIF were examined and then these documents were analyzed and interpreted. In this way, some results have been reached. According to the results, ECRIF (Encounter, Clarify, Remember, Internalize, Fluency) which is an abbreviation of five different words, has a taxonomic structure with its teaching steps.
Keywords
- In the research, the reviewed book was written by Kurzweil & Scholl, (2007), includes stages that are presented by students for developping their speaking and understanding skills as a frame of lesson plan called “School for International Training frameworks for language teaching: Understanding teaching through learning’’ and the informations obtained from the web page https://www.ecrif.com/ constitue the primary data sources of the research. In addition to that sources, the contents of the books below are used for the purpose of making different comparaisons and evaluating. 1. Taxonomy of Educational objectives. The Classification of Educational Goals. Handbook I: Cognitive
- Domain (Bloom, 1956). 2. Constructing Statements of Outcomes (Gerlach & Sullivan, 1967). 3. A Four-Domain Taxonomy for Classifying Educational Tasks and Objectives (Tuckman, 1972). 4. A Comprehensive Framework for Instructional Objectives: A Guide to Systematic Planning and
- Evaluation (Hannah &Michaelis, 1977). 5. Principles of Instructional Design (Gagné & Briggs, 1979). 6. Designing Instructional Systems: Decision Making in Course Planning and Curriculum Design
- (Romizowski, 1981). 7. Writing Test Items to Evaluate Higher order Thinking (Haladayna, 1997). 8. A Conceptual Framework for Educational Objectives (Hauenstein, 1998). 9. Designing a new taxonomy of educational objectives (Marzano, 2001). 10. A Taxonomy for Learning, Teaching and Assessing. A Revision of Bloom’s Taxonomy of
- Educational Objectives ( Anderson et al, 2001). Data Collecting and Analysing Datas are collected in accordance with the document analyses technique. During this period, datas are collected by following the order of five progressive sequences (Yıldırım & Şimşek, 2016). These sequences; 1. Reaching the documents 2. Checking the originals 3. Understanding the documents 4. Analysing the datasVeriyi 5. Stages of using datas In this research that was used document analyses method by analysing the datas, it is also referred the book called “School for International Training frameworks for language teaching: Understanding teaching through learning” and the informations obtained from the page https://www.ecrif.com/. Obtained datas are associated to the accepted taksonomies and interpreted comparatively. Research validitiy is ensured by taking three lecturer’s opinions who are qualified in this field.
- Figure 1: The stages of ECRIF taxonomy Figures 1 shows that ECRIF taxonomy comprises five steps related to mono-dimensional cognitive processes. These steps and the related properties are: Encounter: In the first step of learning process, students confront new information for the first time. At this stage, the teacher collects suitable input from the surrounding knowledge that is directly related to this topic, and then they intend to create situations to provide a background for students about the target topic (Mezied, 2017). Generally, teachers begin by activating the learner’s background knowledge. Students try to realize what kind of the grammar, vocabulary, or skill it is and what it demands (Tosuncuoğlu 2017). During the encounter stage, the student is not expected to produce anything new. Clarify: Students grasp the meaning of a particular word or sentence; they comprehend how a word is pronounced, spelled; they know its morphological structure and how it is used in a sentence (Tirira, 2013). This stage gives the student a central role to clarify the target language or skill. Therefore, the students are active in the process of receiving and processing the information and construct their own knowledge. The students who take an active role try to distinguish the new knowledge they have learned, how to use this knowledge or the pronunciation. Remember: This stage is the process of conveying the target information from short-term memory to long-term memory. When a student grasps information, it is conveyed to long-term memory (Tosuncuoğlu 2017). At this stage, students repeat, drill, and refer back to support materials (Mezied, 2017). For example; practices such as repetition of information, repeating a list, or repeating a text help to convey information more appropriately for long-term memory (Çelikkaya 2010). In other words, this stage includes strategies used to enable students to convey information from short-term memory to long-term memory. Internalize: Internalization is to interpret and accept the results by examining an idea, knowledge and a belief through learning and socialization. In terms of foreign language teaching and learning, Vygotsky, who emphasizes that thought and language are closely related, argues that internalization of complex ideas is necessary for language development (Yurdakul 2005). Considering the meaning and effectiveness of internalization for language development, the internalization stage relies on freer and less controlled practices and without any outside support, students determine the suitable decisions and select from the choices depending on their own information (Mezied, 2017). As well as teachers create opportunities for the students to use the target language and skills in semi-controlled contexts in an interactive way, they provide slight, indirect hints that give the students the chance to self-correct inaccuracies at this stage of the learning process (Tirira, 2013). Fluency: It is the final stage of ECRIF taxonomy and the ultimate goal of the process of second language learning. At this stage, students use the language spontaneously in real life situations (Mezied, 2017). In order to demonstrate ability, students use the target language on their own through some kind of communicative
- task (Brawn 2009: 59). For this purpose, teachers must create opportunities for students and students choose
- what language to use or not to use (Tirira, 2013). Completion of a task also allows the teacher to determine
- whether students can use the target language or not (Brawn, 2009, 60).
- Romizowski, A. J. (1981). Designing Instructional Systems: Decision Making in Course Planning and Curriculum
- Design. London: Kogan Page. Tirira, L. C. E. M. (2013). ECRIF in the English classroom: students perceptions regarding its implementation. (Final
- Report of the Research), Pontificia Universidad Catolica Del Ecuador, Ibarra. Tosuncuoğlu, İ. (2017). ECRIF framework system. Journal of Education and Training Studies, 5(3), 130-134. Tuckman, B. W. (1972). A Four-Domain Taxonomy for Classifying Educational Tasks and Objectives.
- Educational Technology. Cilt:12, Sayı:12. (36-38). Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (10. Baskı). Ankara. Seçkin
- Yurdakul, B. (2005). Yapılandırmacılık. Demirel, Ö. (Ed.), Eğitimde yeni yönelimler (39-65). Ankara: Pegem A
- Zimmerman, B. J. & Schunk, D. H. (2003). Educational psychology: A century of contributions. London: Lawrence
