SavedAdd your journal

Journals / Batı Anadolu Eğitim Bilimleri Dergisi / 2025 / Cilt: 16 Sayı: 3

An Analysis of the Textbook Les Globe-trotteurs 1 in terms of the Social Action-oriented Approach

Les Globe-trotteurs 1 Ders Kitabının Sosyal Eylem-odaklı Yaklaşım Açısından Bir Analizi

Ahmet Acar(DOKUZ EYLÜL ÜNİVERSİTESİ)0000-0001-8940-4359
Pages
4344–4362
Publication Date
2025-12-26
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It is concluded that the mini-projects at the end of the lessons of unit 4 serve, only, as communicative preparation for the final project, which itself mainly aims to allow the learners to resue the language content of all the previous lessons in semi-free production.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:A recent development in the use of mini-projects in language textbooks is the publication of the French textbook Les Globe-trotteurs 1, which is written primarily for teenagers who study French as a foreign language abroad.
📊
Key Findings & Data:This article aims to analyse the mini-projects and the final project in unit 4 of the textbook Les Globe-trotteurs 1 in terms of the social action-oriented approach.
💡
Conclusion & Impact:It is concluded that the mini-projects at the end of the lessons of unit 4 serve, only, as communicative preparation for the final project, which itself mainly aims to allow the learners to resue the language content of all the previous lessons in semi-free production.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Sosyal eylem-odaklı yaklaşım · ders kitabı analizi · mini-projeler

Abstract

A recent development in the use of mini-projects in language textbooks is the publication of the French textbook Les Globe-trotteurs 1, which is written primarily for teenagers who study French as a foreign language abroad. This article aims to analyse the mini-projects and the final project in unit 4 of the textbook Les Globe-trotteurs 1 in terms of the social action-oriented approach. It is concluded that the mini-projects at the end of the lessons of unit 4 serve, only, as communicative preparation for the final project, which itself mainly aims to allow the learners to resue the language content of all the previous lessons in semi-free production. Thus, the function of the proposed mini-projects and the final project is a pretext for communication. Accordingly, the proposed mini-projects and the final project in this unit can best be characterized as complex final tasks. Consequently, it can be concluded that the unit design is incompatible with the social action-oriented approach.

Özet

Mini-projelerin dil ders kitaplarında kullanımına ilişkin son gelişmelerden biri, özellikle yurtdışında yabancı dil olarak Fransızca öğrenen gençler için yazılmış olan Les Globe-trotteurs 1 adlı Fransızca ders kitabının yayınlanmasıdır. Bu makale, Les Globe-trotteurs 1 ders kitabının 4. ünitesinde yer alan mini projeleri ve nihai projeyi sosyal eylem-odaklı yaklaşım açısından analiz etmeyi amaçlamaktadır. Ünite 4'teki derslerin sonunda yer alan mini projelerin sadece nihai proje için iletişimsel bir hazırlık işlevi gördüğü sonucuna varılmıştır; bu projenin amacı da öğrencilerin önceki derslerin dil içeriğini yarı serbest bir şekilde yeniden üretmelerini sağlamaktır. Dolayısıyla, önerilen mini projelerin ve nihai projenin işlevi iletişim için bir bahanedir. Buna göre, bu ünitede önerilen mini projeler ve nihai proje en iyi şekilde karmaşık nihai görevleri olarak nitelendirilebilir. Sonuç olarak, ünite tasarımının sosyal eylem odaklı yaklaşımla uyumsuz olduğu sonucuna varılabilir.

🔖

Cite This Article

Acar, A. (2025). An Analysis of the Textbook Les Globe-trotteurs 1 in terms of the Social Action-oriented Approach. Batı Anadolu Eğitim Bilimleri Dergisi, Cilt: 16 Sayı: 3, 4344–4362. https://doi.org/10.51460/baebd.1693449

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (21)

  1. Acar, A. (2020). Transforming communicative tasks into mini-projects. Elementary Education Online, 19(3), 1660-1668.
  2. Acar, A. (2021a). An alternative mini-project design proposal for the English textbook Mastermind. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 307-320.
  3. Acar, A. (2021b). Characteristics of projects in the 5th grade English textbook İngilizce 5. Kastamonu Education Journal, 29(3), 729-734.
  4. Acar, A. (2023). The implementation of projects in communicative textbooks and action-oriented textbooks. English Scholarship Beyond Borders, 9(1), 23-34.
  5. Acar, A. (2024). A new textbook design in language teaching: Plurimethodological pair-unit. Journal of English Teaching, 10(2), 228-240.
  6. Acar, A., & Puren, C. (2024). The social action-oriented approach (SAOA) in language teaching: From social goals to practices. Cambridge Scholars Publishing.
  7. Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  8. Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
  9. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
  10. Estaire, S., & Zanon, J. (1994). Planning classwork: A task-based approach. Heinemann.
  11. Jarlang, A., Pellé, M., Quétel, A., Jade, C., & Fouillet, R. (2023). Les Globe-trotteurs 1. Editions Maison des langues.
  12. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
  13. Puren, C. (2002). Actional perspectives and cultural perspectives in language and culture didactics: Towards a co-cultural co-actional perspective. https://www.researchgate.net/publication/351287242
  14. Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. https://www.christianpuren.com/mes-travaux/2009g/
  15. Puren, C. (2014). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. https://www.christianpuren.com/mes-travaux/2014a/
  16. Puren, C. (2017). Opérations cognitives (proaction, métacognition, régulation) et activités fondamentales (rétroactions, évaluations) de la démarche de projet. https://www.christianpuren.com/mes-travaux/2017a/
  17. Puren, C. (2019a). De la tâche finale au mini-projet: Un exemple concret d’analyse et de manipulation didactiques. https://www.christianpuren.com/mes-travaux/2019f/
  18. Puren, C. (2019b). Development of the social action-oriented approach and the resulting methodological situation in didactic of languages and cultures. https://www.christianpuren.com/mes-travaux/2019g-en/
  19. Puren, C. (2020). Retour réflexif sur vingt ans d’élaboration de la perspective actionnelle,ou la montée des approches multi- et pluriméthodologiques. https://www.christianpuren.com/mes-travaux/2020f/
  20. Van Ek, J. A. (1975). The threshold level. Council of Europe.
  21. Willis, J. (1996). A framework for task based learning. Longman.