Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Çağ Üniversitesi, Türkiye
Tez Danışmanı: Prof. Dr. Jülide İnözü
Tezin Onay Tarihi: 2019
Tezin Dili: İngilizce
Özet:
Dogme ELT has emerged as a revolutionary movement in English Language Teaching by the inspiration of Dogme 95 filmmaking movement aiming to cleanse the movies from artificial effects of Hollywood. Having been born as an analogy and excelling the meant-to-be name, Teaching Unplugged, Dogme ELT has rooted in an online discussion group and expanded to many teachers' practices. However, Dogme ELT has been the target of many critics with its nature of rejecting dependency on teaching materials, technology, and form-focused methods. It was criticized by being unprofessional, and the principles were claimed to be controversial for different contexts. Given that the lack of research on Dogme ELT and its applications in different contexts, there is a need for researching into the approach in order to gain better insights into the principles and practices of it. In this belief, this study aimed to investigate Dogme ELT in a Dogme supportive school of Turkey at the primary and middle levels. As the first study conducted in a school where the teachers were encouraged to use Dogme teaching, the study hoped to describe the practices of the teachers, their attitudes towards Dogme ELT and its key tenets, and the constraints that they might face in implementing it. Seven native speakers and 13 Turkish teachers participated in this qualitative study, and the differences between their attitudes were also examined. The questionnaires and interviews were used as data collection tools, and in the questionnaires, the qualitative data were coupled with quantitative information. Thus, qualitative data were subject to the content analysis while the quantitative information analyzed by means of descriptive statistical analysis. The results of the study show that the teachers mostly adhere to the principles of Dogme ELT in their practices; however, there is still a lack of information regarding the theoretical underpinnings of the approach. Overall, despite holding similar practices and positive attitudes, the Turkish participants drew a more knowledgeable profile regarding Dogme teaching compared to their native colleagues. Furthermore, the analysis of the data yielded the constraints against Dogme ELT; However, they appear controversial to the application of any communicative approach in the context. These findings suggest the educational context needs more research on Dogme ELT to bright forth awareness of its applicability, practicality and possibility so that Dogme can be more widely practiced in English-language classes