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Research-Based Learning and Language Teaching

Research-Based Learning and Language Teaching

Feride ONAN

An English Teacher

ferish_86@hotmail.com

Summary

This study aims to describe the Research Based Learning (IBL) is and the role of CBI in the teaching of languages in the light of recent events so that teachers can realize the importance of IBL in language teaching and use as part of their teaching effectively in their teaching situations. Characteristics of IBL, inquiry guided inductive and interrogation techniques for teaching research are also defined.

Words Key: Inquiry Based Learning, inductive research, language training, Challenge, Autonomy.

1. Inquiry Based Learning

"Tell me and I forget,

Show and I remember,

Involve me and I understand. "

1.0. Introduction: The definition of Research

"Inquiry in its simplest form is to ask others visible to their thought process and ask for help in seeing the gaps and the limits of our thought "(Smith, 1987). It is an old technique. In view of culture Old West, Socrates, Aristotle and Plato were masters of the research process. That heritage has given us ways of teaching students who are participation vital in learning and creating processes.

1.1. The origins of Inquiry Based Learning

Research has always been a part of education as a teaching method. Orlich et al. (1990) states that is before Socrates and his way of directing students to self-knowledge through aggressive questioning. J. Richard Suchman is accepted as the author a research training program that has been used widely throughout the United States and who once said "the investigation is how to learn when they are left alone. "That is, who developed the research training to teach students a process for investigating and explaining unusual phenomena. From a conception of scientific method is to teach students some of the skills and language of academic research (Suchman, 1962). While Thus, reform of John Dewey's educational system has achieved the first methods of learning based on research in the United States. Dewey advocated child-centered learning based on real world experiences. As a result, these efforts are seriously trying to turn the traditional approach of learning through research focus in the development of thinking skills.

1.2. A brief explanation of Inquiry Based Learning

Inquiry Based Learning is a student-centered learning approach that encourages students to create personal knowledge through questioning. This leads students to ask questions and make discoveries. That is, research shows us how to learn independently. According to the type of learning Dewey, as mentioned by Tompkins (Dewey cited in Tompkins, 2001, 32), "What children know and what they want to learn not only the limitations on what can be teaching, which are the foundation for learning. "Tompkins (2001) goes on to say that the following four interests of the child are still appropriate starting points:

1) the instinctive desire of children to discover things

2) in conversation: the propensity of children must be reported

3) in construction: his delight in doing things

4) in their gifts of artistic expression.

People may think that these are natural resources, but, as Dewey (1942, p. 46) acknowledges "Education is not just about the individual. It is the combination of children's interests with those of society. "

Inquiry based Learning can be used with children of all ages, but lower-level students may have some difficulties in this style of learning. For very young students, the content of the problem must be simplified so that this approach is more useful for them to manage the process research itself (Suchman, 1962). Moreover advicable use this method with higher-level students and older students are better to manage the research process. Moreover, Orlich et al. (1990) point out that this method is widely used in teaching science, because the experiences research can provide valuable opportunities for students to improve their understanding of science content and scientific practices research although learning can be applied to all disciplines. Besides, should not be forgotten that more support for the use of IBL comes from a strong theoretical foundation approach including constructivism, problem based learning, project-based learning and the like.

The process of inquiry (see Table 1) begins with the teacher to select a problem or a situation bewildering to the student. Once the problem has been selected, the teacher conducts research on the problem. Then, s / he explains the process to the class and present the problem. Students gather data by interviews and develop a theory. If the class accepted theory as a solution is verified. After this step, students will explain the theory and the rule of the rules associated with it. Later, students expected to analyze the process to see how it can be more effective interrogation techniques. Finally, the testing of teachers to determine whether students have understood theory and if they are able to generalize the rules to other situations or not.

Table 1: The Research Process

Select a problem and conduct research

Introduce the process and present the problem

Collect data

Develop a theory and verify

Explain the theory and the State Regulation

Analyze the process

Assess

1.3. Research Features Problem Based Learning

Inquiry Based Learning is completely different from traditional approaches in which students do not but teacher is in the center of learning. Without doubt, requires a longer time than traditional teaching methods.

As mentioned by Preskill and Torres (1999), the following are the characteristics of Inquiry Based Learning:

• IBL research focuses on the issues students that are challenging, controversial and difficult to resolve.
• It teaches students the specific procedures, strategies or processes essential for attempts Responding to questions of focus.
• It structures lessons include opportunities for students to access information that is crucial for research.
• The structure of the lessons so that students have the opportunity to work with peers.
• Sequence is a series of activities and classes working closely with students toward a general goal.
• It is based on the lessons of the possibilities of performance.
• It involves students in the process of deriving performance standards.
• It is based on authentic assessment of learning.

1.4. Inductive Inquiry

Inductive Inquiry is a process that allows students to observe the details and then infer generalizations about the entire data set. Orlich et al. (1990, p. 281) make a similar explanation of it as follows: "Survey induction is a method that teachers use when establishing timeliness of data or situations and then ask students to infer a conclusion, generalization, or a pattern of relationships. "inductive research may be approached in at least two different ways: guided and unguided. S. Lee Pinchas Shulman and Tamir (1973) provided a classic, easy to use matrix shows that if the teacher wishes to provide the basic elements of the lesson, ie the details, but wants students to make generalizations, then the teacher is conducting a guided inductive lesson. If the teacher decides to allow students to provide the cases and to make generalizations, the research process can be labeled inductive unguided.

1.4.1. Guided inductive research

Guided Inquiry is an inductive type of research based learning Problem. When this type of query is used, students work independently to determine methods that can be applied successfully to investigate a problem posed by the teacher. That is, deductive teaching education gradually becomes less structured and more open to alternative solutions. In this research, the teacher provides the basic elements of the lesson – with the help of pictures or writing on cards – and then want the students to make generalizations. For students to be able to generalize, the teacher should ask simple questions like "Where have we met before?" from this type of questions asked make generalization rather than the teacher, simply presenting the generalization.

1.5. Questioning Strategies for Teaching Research

"We really want children to be explorers and researchers, and we want to try to dictate for themselves what the problem is to be explored and that is going to go about exploring this problem. "

"Dr. Dana M. Thomas, University Pennysylvania State "

According to Mary Alice Gunter, Thomas H. Jan Estes & Schwab (2003), as children grow, they inevitably get the idea that becoming an adult means leaving the world of concerns about the world of learning. Gunter et al. I also believe that schools institutionalize the departure of questions to answers Success will be measured by placing the correct answer in the blank or circling the correct answer, knowing positively what is true and false. In short, almost all questions in school have a right answer, but unfortunately the questions have no answers do not often arise. "The basic formula for good teaching is to present the facts to the students and encourage them to think and ask questions of the data "(Walter Bateman, 1990). The important thing is to do the right question. For this reason, a teacher must know how to use the most important tools s / ha – that is, questions – strategically.

According to Christensen (1991) some types of questions limit learning, while others encourage learning issues (see Table 2). Survey questions offering a forced choice may be less effective the probe outstanding issues. Eg., Asking 'Is that for A or B? usually less effective than 'What led you to that conclusion? .

Table 2: Questions that limit and Learning Support

Questions Questions that limit learning support learning

You agree, right? Do you have a different idea?

Is it because of X or Y? What led to that conclusion?

So you think X? (Active listening) What evidence in the case leading to this statement?

Can not agree with John Doe? What is your concern?

I think you're completely wrong about that I think is X by Y and Z tests.

Do you have a different interpretation?

Questions can be used for various purposes. One of the most important purposes is to involve students in research. This also implies the creation of interest, generate curiosity, prior knowledge and assessment questions for an investigation. In a strategic response to the ideas of students is another important point in the use of questions. The way in which the teacher responds to students' ideas during the research process affects students. Through the use of three main ways, teachers can respond strategically to the ideas of students: accepting responses from students, extending student responses, probing students' responses (see Table 3).

Table 3: Strategies for Questioning Education Research

1. Using questions to engage students in research

a) Creation of motivation and interest

b) The questioning to assess prior knowledge

c) The challenge to initiate an investigation

2. Students respond strategically Ideas

a) The acceptance of student responses

b) Expansion of student responses

c) Survey of student responses

1. 6. Example Activities Research Education

On the basis of a very complicated background, IBL pedagogical implications could be seen as a fundamental principle lesson plan a teacher. It offers students the opportunity to build the understanding necessary to provide a deeper learning. Some examples of science education and a useful activity to help you presented in this section.

Table 4: Examples of Education Sciences

Ex 1)

Course: Physics

Objective: To students to formulate their own ideas.

Action: Discuss whether it is a good idea to further develop and build new nuclear power plants?

Ex 2)

Course: Earth Sciences

Objective: To enable to find things on your own, and to generate hypotheses

Action: Allow students a set of fingerprints interpretation of dinosaurs, and generate several alternative hypotheses to explain the pattern of impressions.

Ex 3)

Course Biology

Objective: To analyze the data obtained for

Action: Taking students on a field trip to collect leaves of different trees. Students must create a system of classification using the leaves.

Ex 4)

Course: Chemistry

Objective: to acquire the ability to problem-solving making inferences, generating hypotheses, draw conclusions

Action: Give students an unknown substance, and asking to use scientific evidence to determine the composition of materials.

In each of these situations, the teacher creates a classroom situation in which students are asked to formulate their own ideas, state their opinion on an issue, or to find things on their own, as in life itself. It Unlike the traditional model of education in which the teacher engages students to learn science of information or skills. In each of the above scenarios, the student is encouraged to ask questions, analyze the samples or data, draw conclusions, make inferences, or generate hypotheses. In short, the student is seen as a researcher, a seeker of information, and a problem solver, which is the heart of the research model of education.

Sample Activity:

In a class of language teaching in terms of IBL, an instructor up a statement of the problem for students to think about it, do research and solve that problem. The task of students is to know why Shaltoonians physical appearance does not change, while they become different people every day in terms all other things. As students conduct their research, the instructor respond to student questions following a fact sheet that gives the teacher about the problem. More detailed information about the activity is as follows step by step.

Table 5: Information on activity

Level: Intermediate up Duration: 40 minutes

Skill (s) and your target language: Research, speaking

Objective: Encourage students to do research, teach teach yourself

Students need to know: language skills at intermediate

Source: 2007 Onan Feride

Techniques: Ask questions, encouraging students to reasoning and questioning about a problem and / or ethical situation, and lead them to do so through an identification procedure.

Before Activity: In order to prepare students for the activity, the teacher should ask if you read Kurt Vonnegut is the book and if anyone has read it, he asks his ideas on the book. If anyone has read it, then the teacher should mention what it is soon.

Table 6: Procedure Activity

Step 1

An English teacher selects a discrepant event on Chapter 6 of the "Venus of Kurt Vonnegut in the middle of Shell" and she made the following problem situation:

1. "Simon, a space traveler from Earth, Shaltoon visited the planet. He was puzzled Shaltoonians to discover that there were different voices and personalities every day. Apparently, it's different people every day, except for their physical appearance, which remained unchanged. "

Step 2

The teacher reads a brief excerpt from the previous book to present the problem to students. Students are asked to explain the principle behind the unusual phenomenon.

Step 3

Students collect data on what you can do that being Shaltoonians different people every day and ask questions of their teacher. An important point here is that students ask questions that should be the teacher can respond with "Yes" or 'No'.

Step 5

The students explain their theory.

Step 6

1. They also explain the reasons for its development, a theory.

Step 7

Teacher tests to determine whether students have understood the theory.

At the end of the lesson, students review the process and reach a conclusion. Namely, the problem has been resolved and all students have actively participated in this course of action. This activity shows IBL gives students to be on the inside of your learning through the Inquisition. In addition, studies in this field shows that students achieve autonomy with the help of research and learning become more permanent.

2. Conclusion: Evaluation of Research Based Learning

IBL gives students a learning environment where they are at the center of their learning. In this sense, plays an important role in teaching language. In IBL, it's easy to find an environment because in this type of learning, people some questions stemming from their curiosity and search for answers to these questions through inquiry. That is, they learn for themselves. In fact, the only thing that makes lifelong learning.

Despite playing a major role in teaching language, not used much because there are few people who know. To increase the use of IBL, there are many things to do. First, teachers must be aware of the importance of the IWC and use in their classrooms so that learning can be more permanent. Second, they must always encourage students to investigate and motivate them to do so. Then, students must have research or any other opportunities that will lead them to investigate. Finally, teachers should always guide students.

However, some critical stand against the CBI. Some teachers expressed concern that there was a neglect of the powers traditional, and it was a fairly widespread public concern that students really should be exposed to different perspectives and participate in research who examined the fundamentals principles of our culture (Dow, 1975; Conlan, 1975). This shows CBI has not been adapted by some teachers still. Kliebard (1986) proposed that, as with MacOS Bruner's curriculum, teachers and community were uncomfortable with the lack of a well-defined content that students "have" when they leave school, and therefore the focus of research became increasingly limited by the detailed content specifications.

It is clear that research approach, if properly applied, can lead to active participation students lessons. For that reason, education and training programs Teachers should include research activities always taking into account IBL to show teachers how to successfully use the research.

2.1. Why Inquiry Based Learning be used in language teaching?

After all the theoretical information, it would be best to explain the reasons for using this approach for you to be satisfied that it is really necessary to take advantage of this style education in language teaching. The reasons are listed below with their explanations in order to make them more understandable.

1) IBL incorporates the principles of good learning and teaching.

It is run by students, promotes intrinsic motivation, and promotes active learning and deep learning. It is based on existing student knowledge, encourage reflection on the teaching / learning and developing learning collegial skills. Since the process is to react in time, can support student teachers' self-assessment and peer assessment. It Therefore, these students are developing knowledge in a context and developing skills in deploying their new knowledge. Thus, student teachers are developing transferable skills that are valuable for life after formal education.

2) mirrors IBL social work practice.

It is clear that group work not only helps student teachers to develop good interpersonal skills but also prepares them for work cooperative team essential to social work and interdisciplinary work settings. Namely, the approach is easily recognizable by teachers who teach practice and assess students on the practice practices such as promotion of linkages between practice and theory. This shows the amount of IBL is important in language teaching.

3) CBI is consistent with the University Learning and Teaching Strategy.

It is useful be able to relate education to the stage. Lets apply theory to practice. Moreover, this highlights the professional relevance, employability and training continuing the promotion of active learning and encouraging reflection on learning and teaching.

CBI key implications for teachers

• Bring the classroom life

1. Thought and discuss life-like situations

2. Placement of an interest as a teaser campaign is

• Autonomy

1. access to projects of self-

2. Let students work in self-employment activities

• Interrogation

1. -Socratic Questioning
2. Increased curiosity

• Assessment process based on

1. Portfolios
2. Holistic classification

REFERENCES

• Bransford, JD, Brown, AL, and Cocking, RR (Eds.). (1999). How people learn: Br ain, Mind, Experience, and School. Washington, DC: National Academy Press.

• Carlin, AA, Bass, JE, and Contant, TL (2005). Methods of Teaching Science as Inquiry. New Jersey: Pearson – Prentice Hall Merrill.

• Gunter, MA, Estes, TH, and Schwab, J. (2003). Instruction: A Model Approach. USA: Pearson Education.

• Joyce, B. and Weil, M. (1992). Models of Teaching. New York: Oxford Press.

• Orlich, DC, Harder, RJ, Callahan, RC, Kauchak, DP, Pendergrass, RA, Keogh, AJ, and Gibson, H. (1990). Teaching Strategies: A guide to better instruction. Lexington: DC Heath and Company.

• Peelle, HE (2006). Appreciating the research and creative problem solving in cross-functional teams. Journal of Applied Behavioral Science. 4, 42-447.

• Tompkins, TC (2001). Using Advocacy and Research to Improve the thought process of the future. Journal and Applied Behavioral Science. 5, 25-553.

• Yager, RE, Abd al-Hamid, NH, and Akçay, H. (2005). The effects of experience research on teacher and student questions varied and actions in STS classrooms. Bulletin of participation and community. 5, 25-426.

About the Author

Hi, i am an English Teacher in Düzce in Turkey. I have written this paper when i was a teacher trainee in Gazi University. I hope you will enjoy it.
FERİDE ONAN

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