Yabancılara Türkçe öğretiminde mobil uygulamaların kelime öğretimine etkisi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı yabancılara Türkçe öğretiminde mobil oyun uygulamalarının kelime öğretimi üzerindeki etkisini tespit etmektir. Araştırma ön test son test kontrol gruplu yarı deneysel desene göre yürütülmüştür. Araştırmanın çalışma grubunu Ankara Yıldırım Beyazıt Üniversitesi Dilmer (Dil Öğretim Merkezi)'de B2 düzeyinde öğrenim görmekte olan yabancı uyruklu öğrenciler oluşturmaktadır. Aynı düzeyde öğrenim gören yabancı uyruklu öğrencilerin 32'si deney grubunda, 23'ü kontrol grubunda yer almaktadır. Araştırmanın deneysel süreci 2 hafta ön uygulama ve 6 hafta asıl uygulama olmak üzere toplam 8 hafta sürmüştür. Ön uygulama aşaması Hatay Mustafa Kemal Üniversitesi Tömer'de B2 düzeyinde öğrenim görmekte olan öğrencilerle birlikte gerçekleştirilmiştir. Ön uygulamada tespit edilen eksiklikler giderilerek asıl uygulamaya geçilmiştir. Asıl uygulama sürecinde Başarının Sırrı, İyi Düşün Doğru Karar Ver, Desem Ki, Posta Kutusundaki Mızıka, Atlı Cirit, Kedi metinleri ile kelime ağacı, doğru yanlış, eksiltilmiş kelime, gifler ve kelimeler, cümle kelime eşleştirme, sesten kelimeye, kelime parçaları oyunlarından oluşan bir mobil uygulama kullanılmıştır. Deney grubunda mobil uygulamalara dayalı kelime öğretimi yapılırken kontrol grubunda aynı metinler yoluyla mobil uygulama olmaksızın dersler yürütülmüştür. Araştırmada veri toplama aracı olarak kişisel bilgi formu ve sözcük testi kullanılmıştır. Araştırmada deney ve kontrol gruplarının son testte aldıkları puanların karşılaştırılması sonucunda mobil oyun uygulamaları yoluyla yapılan kelime öğretimi ile geleneksel kelime öğretimi arasında mobil oyun uygulamaları lehine anlamlı bir fark olduğu tespit edilmiştir. Ayrıca metin türleri arasında kelime öğretimi açısından aritmetik ortalamalar arasında farklar olduğu belirlenmiştir. Buna göre öğrenciler deneme türündeki metne ilişkin kelimeleri makale türündeki metnin kelimelerine göre; makale türündeki metne ilişkin kelimeleri öykü türündeki metnin kelimelerine göre daha yüksek düzeyde öğrendiklerini belirtmişlerdir. Araştırmada ayrıca mobil uygulama kapsamındaki etkinliklerden en yüksek aritmetik ortalamaya sahip olanı kelime ağacı, en düşük aritmetik ortalamaya sahip olanı ise sesten kelimeye şeklinde tespit edilmiştir.
The aim of this research is to determine the effects of mobile applications on vocabulary teaching in teaching Turkish as a foreign language. The research was carried out based on the quasi-experimental design with pre-test post-test control group. The study group of the research consisted of 55 foreign students studying at B2 level at Ankara Yıldırım Beyazıt University Dilmer (Language Teaching Center), thirty two of whom were included in the experimental group and twenty three of whom were in the control group. The experimental process of the research lasted for a total of 8 weeks, including 2 weeks for the pre-implementation and 6 weeks for the actual implementation. The first pre-implementation phase was conducted with students studying at B2 level at Hatay Mustafa Kemal University TÖMER (The Center for Teaching Turkish). The actual implementation was started following the elimination of the deficiencies explored in the pre-implementation phase. In the actual implementation process, a mobile application including the texts of Başarının Sırrı, İyi Düşün Doğru Karar Ver, Desem Ki, Posta Kutusundaki Mızıka, Atlı Cirit, Kedi and the activities of word tree, true-false, deducted words, gifs and words, sentence-to-word matching, sound to word, word fragments was employed as games in the mobile app. While vocabulary was taught by mobile applications in the experimental group, it was taught without mobile applications through the same texts in the control group. Personal information form and word test were used as data collection tools in the research. As a result of the comparison of the scores of the experimental and control groups in the posttest, a significant difference was found between vocabulary teaching through mobile applications and traditional vocabulary teaching in favor of mobile applications. In addition, it was revealed that there were some differences between text types in terms of teaching vocabulary. Accordingly, the students the students stated that they learned the words related to the text in the essay type at a higher level than the words of the text in the article type and the words related to the text in the article type compared to the words in the story type text. Furthermore, the mobile application activity with the highest arithmetic mean was word tree, and the one with the lowest arithmetic mean was sound to word.
The aim of this research is to determine the effects of mobile applications on vocabulary teaching in teaching Turkish as a foreign language. The research was carried out based on the quasi-experimental design with pre-test post-test control group. The study group of the research consisted of 55 foreign students studying at B2 level at Ankara Yıldırım Beyazıt University Dilmer (Language Teaching Center), thirty two of whom were included in the experimental group and twenty three of whom were in the control group. The experimental process of the research lasted for a total of 8 weeks, including 2 weeks for the pre-implementation and 6 weeks for the actual implementation. The first pre-implementation phase was conducted with students studying at B2 level at Hatay Mustafa Kemal University TÖMER (The Center for Teaching Turkish). The actual implementation was started following the elimination of the deficiencies explored in the pre-implementation phase. In the actual implementation process, a mobile application including the texts of Başarının Sırrı, İyi Düşün Doğru Karar Ver, Desem Ki, Posta Kutusundaki Mızıka, Atlı Cirit, Kedi and the activities of word tree, true-false, deducted words, gifs and words, sentence-to-word matching, sound to word, word fragments was employed as games in the mobile app. While vocabulary was taught by mobile applications in the experimental group, it was taught without mobile applications through the same texts in the control group. Personal information form and word test were used as data collection tools in the research. As a result of the comparison of the scores of the experimental and control groups in the posttest, a significant difference was found between vocabulary teaching through mobile applications and traditional vocabulary teaching in favor of mobile applications. In addition, it was revealed that there were some differences between text types in terms of teaching vocabulary. Accordingly, the students the students stated that they learned the words related to the text in the essay type at a higher level than the words of the text in the article type and the words related to the text in the article type compared to the words in the story type text. Furthermore, the mobile application activity with the highest arithmetic mean was word tree, and the one with the lowest arithmetic mean was sound to word.
Açıklama
Anahtar Kelimeler
Dilbilim, Linguistics ; Eğitim ve Öğretim, Yabancılara Türkçe Öğretimi, kelime öğretimi, mobil oyun uygulaması., Teaching Turkish to foreigners, teaching vocabulary, mobile game application.
