TOPIC-BASED INTEGRATED SKILLS ACTIVITIES SUGGESTED AS SUPPLEMENTARY MATERIALS FOR PRE-INTERMEDIATE LEVEL LEARNERS

Abstract

The integration of language skills in teaching English as a second or foreign language has gained increasing importance. Recently, many people have proposed the idea of integrating language skills in order to create a natural classroom environment to make students adapt to the real communicative situation and feel familiar. In this thesis, it is aimed to examine the use of subject-based integrated language skills in the MoNE English textbooks and Oxford English textbooks used in teaching English as a foreign language in a comparative manner and to make evaluations about their positive and negative aspects. Document analysis, a qualitative research method, was implemented in the study. In the study, 6th and 7th grade MoNE English textbooks and Oxford English textbooks were compared. As a result of the research, it was determined that the activities in the Oxford Publications English textbook were generally designed in accordance with the subject-based integrated language skills approach, whereas the activities in the MoNE Publications English textbook were designed to improve students' English primary skills(reading,writing,speaking and listening) at the beginner level. Also, it can be said that MoNE Publications English textbooks tend to focus more on reading and writing skills while giving less importance to listening and speaking skills. As a result, it can be said that Oxford publications offer a richer content in terms of integrated language skills.