992 Derya Tuzcu Eken and Şükran Dilidüzgün / Procedia - Social and Behavioral Sciences 152 ( 2014 ) 989 – 994 well as the others that take place in ‘YeniHitit 1’but also the most used activity is again ‘activating vocabulary- language structure’ activity as a result of the level of the books appealing to basic level of learners. Table 1.The distribution of pre-listening activities in ‘YeniHitit 1’, ‘Headway A1’ and ‘Headway A2’ 4.2. While-listening activities These types of activities focus on mainlistening, and actual listening tasks take place at this point. In the coursebookswhile-listening activities can beshown as in Table 2. Table 2.The distribution of while-listening activities in ‘YeniHitit 1’, ‘Headway A1’ and ‘Headway A2’ In the coursebook ‘YeniHitit 1’, listening activity types are: repetition, sequencing pictures-sentences, information transfer, filling in gaps, ticking off items, detecting differences or mistakes, comparing with pre- listening, matching the pictures-items which can be said to be diverse. On the other hand, the coursebook ‘New Headway A1’ does not include any ‘detecting differences-mistakes’ and ‘matching pictures-items’ type of listening activities yet it has activities unlike ‘YeniHitit 1’ and these activities are ‘information search’ and ‘pronunciation’. In addition to having all the above mentioned activities of the two coursebooks ‘New Headway A2’ has one more listening activity which is ‘completing dialogue’. Lastly as can be observed from the Table 2, though ‘New Headway A1’ and ‘New Headway A2’ coursebooks mostly involve ‘comparing with pre-listening activity’, in ‘YeniHitit 1’ the most common activities are ‘information transfer’, ‘ticking off items’ and ‘filling in gaps’. Here it is surprising that ‘YeniHitit 1’ does not contain any pronunciation activity which is in fact the most needed by the beginner language learners no matter which language they are learning. activating vocabulary, la nguage … activating current knowledge sequencing pict./sentences |
