Okul öncesi dönemdeki çocuklara İngilizce öğretiminde proje tabanlı öğretim yönteminin etkisi

The purpose of this study is to investigate the effectiveness teaching English vocabulary to children who attend to pre-primary schools in Turkey by using Project based learning compared to traditional methods and techniques. The study was based on a mixed methods research design. The participants of the study were 28 children attending to pre-primary schools in Bayburt and Kayseri, 30 head masters of pre-primary schools, 150 English language teachers who teach to pre-school children and 56 parents whose children learn English at preschool period. Both qualitative and quantitative data collection procedures were used. Quantitative data were obtained by experimental research design. The qualitative data were collected by telephone interview directed to 30 pre-primary schools, the questionnaire applied to English teachers on an online site, and questionnaire applied to parents. Data triangulation revealed that qualitative and quantitative findings were mostly consistent with each other. As a result, based on the qualitative and quantitative findings, it is revealed that mostly traditional methods and techniques are used in teaching English to pre-school children in Turkey, there is not a systematic and consistent English teaching at pre-primary schools in Turkey, teaching English vocabulary to preschool children by the use of Project based approach is more effective in teaching by the use of more traditional methods and techniques, and most of the parents who took part in the study are in favor of English teaching at pre-school period. At the end of the study, some suggestions were made on the use of Project based learning in teaching English at preschool period. It is expected that the study may contribute to the field on teaching English at preschool period. By the study it is aimed to show the effectiveness of Project based learning in teaching English to preschool children and to maintain recognition with this aim.