摘要：Language teaching techniques which are based on argumentations are practiced by adapting “argumentation-based science teaching (ATBÖ)” approach into language teaching. By adapting ATBÖ approach into language teaching, the aim of this study is to determine -in the process of argumentation-based language teaching- the academic achievement, attitudes towards the courses, self-efficacy beliefs, critical thinking skills towards teaching profession of Turkish pre-service teachers. Accordingly, 28 weeks and 256 course hours of teaching practices were practiced in the course of ‘Special Teaching Methods I-II’. This research was designed by mixed-embedded experimental underpinning. This design was used as a first time when reviewed national researches and postgraduates ones in Turkish language teaching. In this study, pre- and post-test experimental design was adopted. The subjects of this study were composed of 3rd grade Turkish pre-service teachers studying in one of the westerns universities of Turkey. There are two groups in this study as experimental and control. In experimental group, the effects of ADE approach was investigated but in control group the conventional courses were practiced based on teacher-centred approach. In this study, as overall, four quantitative and six qualitative data collecting tools were addressed. The all process of the research was captured by a camera. The quantitative data were analyzed by descriptive statistics, repeated measurements, ANCOVA, and regression analysis. For qualitative data, descriptive and content analyses were addressed. The obtained data indicated that ADE approach has a primordial effect on students’ academic success, self-efficacy, attitude towards the courses. Qualitative data showed that students enjoyed the courses through ADE approach.
