Türkçeyi yabancı dil olarak öğrenenlerin okuma becerisi üzerinde dijital hikâye kullanımının etkisi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Türkçenin yabancı dil olarak öğretimi eğitim, savaş, ekonomi, turizm gibi çeşitli amaçlarla gün geçtikçe artmaktadır. Bu artışla beraber çevrim içi ortamlarda ve yüz yüze öğretim gerçekleştirilmektedir. Öğrenici sayısının artması ile beraber Türkçenin yabancı dil olarak öğretiminde farklı materyallere duyulan talep de artmıştır. Artan taleple beraber kullanılan materyaller çeşitlenmiş, 21. yüzyılın getirileri ile beraber de dijital materyaller kullanılmaya başlanmıştır. Bu materyallerden biri de dijital hikâyelerdir. Dijital hikâyeler, geleneksel hikâyelerin ses, görüntü, animasyon gibi araçlar kullanılarak elektronik ortamda anlatılmasıdır. Dijital hikâyeler genelde eğitimde özelde ise Türkçenin yabancı dil olarak öğretiminde kullanılan araçlardan biridir. Bu araştırmada Türkçeyi yabancı dil olarak öğrenen öğrencilerin okuma becerileri ve okuma tutumları üzerinde dijital hikâyelerin etkisini belirlemek ve Türkçeyi yabancı dil olarak öğretenlerin dijital hikâye kullanımı hakkındaki görüşlerini belirlemek amaçlanmıştır. Araştırmada nicel ve nitel araştırma yöntemlerinin birlikte kullanıldığı karma araştırma modeli kullanılmıştır. Araştırmanın nicel çalışma grubunu 2023-2024 yılı Gazi Üniversitesi TÖMER'de eğitim gören B1 seviyesi düzeyinde 11 öğrenci; araştırmanın nitel çalışma grubunu Türkçeyi yabancı dil olarak öğreten 17 öğretici oluşturmaktadır. Araştırmanın nicel bölümünde kullanılmak üzere araştırmacı tarafından biri ön test ve son test olarak kullanılmak üzere 7 hikâye yazılmıştır. Yazılan hikâyeler uzman görüşü doğrultusunda düzenlenmiş ve sorular oluşturularak dijital hikâyeler oluşturulmuştur. Araştırma 6 hafta sürmüştür. Öğrencilerin okuma testine ve okuma tutum ölçeğine verdikleri cevaplar incelendiğinde Türkçeyi yabancı dil olarak öğrenen öğrenicilerin okuduğunu anlama becerisini belirlemek amacıyla yapılan ölçümler arasında anlamlı farklılık bulunmaktadır. Öğrencilerin okuma tutum ölçeğine verdikleri cevaplar incelendiğinde dijital hikâye kullanımının, Türkçeyi yabancı dil olarak öğrenen öğrenicilerin okuma tutumu üzerinde herhangi bir etkisinin olmadığı belirlenmiştir. Araştırmanın nitel bölümü için yarı yapılandırılmış görüşme formu hazırlanmış ve elektronik ortamda toplanan veriler içerik çözümlemesi ile analiz edilmiştir. Araştırma bulguları teknolojinin dil becerilerinin gelişimini etkileme şekilleri, yabancı uyruklu öğrencilere dil desteği sağlamada teknolojinin kullanım alanları, çoklu öğrenmeyi destekleyen materyallerin kullanımı, dijital hikâyelerin Türkçe öğrenmeyi etkileme düzeyi, dijital hikâyelerin beceri alanlarına göre etkileme düzeyi, öğreticilerin sınıfta dijital hikâye kullanma tercihleri şeklinde alt başlıklar hâlinde sunulmuş, sonuçta yabancılara Türkçe öğretimi alanında dijital hikâyenin kullanımına ilişkin çeşitli önerilerde bulunulmuştur.
Teaching Turkish as a foreign language is increasing day by day for various purposes such as education, war, economy and tourism. With this increase, education is carried out in online environments and face-to-face. With the increase in the number of learners, the demand for different materials in teaching Turkish as a foreign language has increased. With the increasing demand, the materials used have diversified, and with the benefits of the 21st century, digital materials have begun to be used. One of these materials is digital stories. Digital stories are the telling of traditional stories in an electronic environment using tools such as sound, image and animation. Digital stories are one of the tools used in education in general and in teaching Turkish as a foreign language in particular. This research aims to determine the effect of digital stories on the reading skills and reading attitudes of students learning Turkish as a foreign language and to determine the opinions of those who teach Turkish as a foreign language about the use of digital stories. A mixed research model in which quantitative and qualitative research methods were used together was used in the research.The quantitative study group of the research consists of 11 students at B1 level studying at Gazi University TÖMER in 2023-2024; The qualitative study group of the research consists of 17 instructors who teach Turkish as a foreign language. To be used in the quantitative part of the research, 7 stories were written by the researcher, one of which was used as a pre-test and a post-test. The written stories were arranged in line with expert opinion and digital stories were created by creating questions. The research lasted 6 weeks. When students' answers to the reading test and reading attitude scale are examined, there is a significant difference between the measurements made to determine the reading comprehension skills of students learning Turkish as a foreign language. When the students' answers to the reading attitude scale were examined, it was determined that the use of digital stories did not have any effect on the reading attitude of students learning Turkish as a foreign language. A semi-structured interview form was prepared for the qualitative part of the research and the data collected electronically was analyzed by content analysis. The research findings are divided into subheadings such as the ways technology affects the development of language skills, the areas of use of technology in providing language support to foreign students, the use of materials that support multiple learning, the level of impact of digital stories on learning Turkish, the level of impact of digital stories according to skill areas, teachers' preferences for using digital stories in the classroom. As a result, various suggestions were made regarding the use of digital stories in the field of teaching Turkish to foreigners.
Teaching Turkish as a foreign language is increasing day by day for various purposes such as education, war, economy and tourism. With this increase, education is carried out in online environments and face-to-face. With the increase in the number of learners, the demand for different materials in teaching Turkish as a foreign language has increased. With the increasing demand, the materials used have diversified, and with the benefits of the 21st century, digital materials have begun to be used. One of these materials is digital stories. Digital stories are the telling of traditional stories in an electronic environment using tools such as sound, image and animation. Digital stories are one of the tools used in education in general and in teaching Turkish as a foreign language in particular. This research aims to determine the effect of digital stories on the reading skills and reading attitudes of students learning Turkish as a foreign language and to determine the opinions of those who teach Turkish as a foreign language about the use of digital stories. A mixed research model in which quantitative and qualitative research methods were used together was used in the research.The quantitative study group of the research consists of 11 students at B1 level studying at Gazi University TÖMER in 2023-2024; The qualitative study group of the research consists of 17 instructors who teach Turkish as a foreign language. To be used in the quantitative part of the research, 7 stories were written by the researcher, one of which was used as a pre-test and a post-test. The written stories were arranged in line with expert opinion and digital stories were created by creating questions. The research lasted 6 weeks. When students' answers to the reading test and reading attitude scale are examined, there is a significant difference between the measurements made to determine the reading comprehension skills of students learning Turkish as a foreign language. When the students' answers to the reading attitude scale were examined, it was determined that the use of digital stories did not have any effect on the reading attitude of students learning Turkish as a foreign language. A semi-structured interview form was prepared for the qualitative part of the research and the data collected electronically was analyzed by content analysis. The research findings are divided into subheadings such as the ways technology affects the development of language skills, the areas of use of technology in providing language support to foreign students, the use of materials that support multiple learning, the level of impact of digital stories on learning Turkish, the level of impact of digital stories according to skill areas, teachers' preferences for using digital stories in the classroom. As a result, various suggestions were made regarding the use of digital stories in the field of teaching Turkish to foreigners.
Açıklama
Sosyal Bilimler Enstitüsü, Türkçe Eğitimi Ana Bilim Dalı, Türkçe Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
