Fransızca Dilbilgisinin Öğretiminde Planlı Biçime Odaklanma Modelinin Uygulanabilirliği

Grammar that can be considered as the most important element of the process of foreign language teaching has always been a subject of discussion with a view to the place in which it is positioned, and the role that it has in both curriculum, and course applications. The recent researches put forward that grammar teaching has a notable role in foreign language courses, and the innovative methods ensuring permanent learning should be applied. Planned Focus-On-Form constructed in accordance with contemporary learning theories is a teaching activity planned with the aim of ensuring that students learn grammar by focusing on linguistic forms in foreign language courses. This learning model positions the teacher and learners and makes the teacher associate with the learners within the learning activity, and follows the cognitive processes of learning activity, foresees monitored material preparation, and has evaluation and feedback building strategies. With all these features this model is connected with Krashen’s Monitor Model, Vygotsky’s Social Interaction Theory, VanPatten’s Input Hypothesis, Swain’s Output Hypothesis, Ausubel’s Meaningful Learning Model, Bruner’s Discovery Learning Theory, Schmidt’s Noticing Hypothesis, Long’s Interaction Hypothesis, and Skill Building Theory of Cognitive Learning Theory. The notion suggested that this model is functional, and provides effective results for grammar teaching in foreign language courses is accepted. This article deals with the role of grammar in foreign language teaching within the frame of past and contemporary theories, and presents a sample study on the applicability of planned focus-on-form to grammar teaching in French courses as a foreign language.