Sınıfta görev tabanlı öğrenme yaklaşımıyla gerçekleştirilen şiir kullanımının öğrencilerin tutumları ve kelime öğrenmeleri üzerindeki etkileri

This thesis aims at exploring the theoretical background of Task-Based Learning and including `poetry' as a literary genre for vocabulary teaching. Twelve poems by different poets have been included in the study to highlight in depth analysis and to help students negotiate meaning in the classroom and let them involved in real communication within the four walls of the classroom. Within the framework of this study, poetry was chosen to study in detail as they offer a rich varied repertoire and as they are rich sources of much enjoyment. Moreover, they are suitable to study even in a single classroom lesson. As universal themes and life experiences are explored in many poems, it is easy to arouse students' interest to get communicative language use from them in a naturalistic way. In this study this interest will be aroused by employing different `tasks' to involve students in meaning making process throughout. Moreover, the university students which are included in this study will be exposed to authentic language use and thus they will meet unusual combinations of usual syntax and they will see that, the usual syntax will not seem to apply their expectations about how individual words go with others. Moreover, they will see that they will develop their vocabulary learning throughout the treatment period. Within the framework of Task-Based Language Teaching, the following questions were kept in mind:1. In what ways TBL activities and poetry can be combined and exploited in the classroom to teach a poem in detail?2. Do these activities contribute positively to students' attitudes and vocabulary learning?3. Which activities can be given to students at the pre-task stage?4. Which activities can be studied at the task-cycle stage?5. Which activities can be exploited to deal with a poem in detail and to have a vocabulary focus at the end of a lesson?Pre-test post-test design with control group was used for the research. Task-based learning activities were applied in the intervention group including 16 students and the traditional method was carried out in the control group consisting of 15 students. The data were collected with Vocabulary Test and Attitude Scale towards Reading Poetry. SPSS packet programme was utilized in data analysis.Research results suggest that Task-Based Teaching activities presented through poems have a significant effect on students' vocabulary learning. But the method was not found to be effective on students' attitudes towards reading poetry.Teachers should keep in mind that, there is not an urgent need to use literature or poetry in the classroom all the time. This study aims to look and find ways for the use of poetry. The aim is to find out if using poetry in the classroom and offering enjoyable and motivating activities will contribute positively to the learning environment. If it is so, alternative ways to be taken will be offered while teaching poetry in the classroom. Besides, the existing resources will be searched and the term ?use of literature in foreign language learning context? will be purified and possible links between language learning and literature with reference to poems will be pointed out.Key words: Task Based Teaching, Vocabulary Teaching, Attitude Towards Reading Poetry