Research Article
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Türkçenin Yabancı Dil Olarak Öğretiminde Çevrim İçi İş Birlikli Görev Tasarlama

Year 2021, , 74 - 90, 31.03.2021
https://doi.org/10.35675/befdergi.846707

Abstract

Bu makalede çevrim içi ortamda uygulanabilecek iş birlikli görevler üzerinde durulmuş ve bazı görev önerilerine yer verilmiştir. Belirlenen ölçütlere göre tasarlanan görevler ile öğrenicilerin birbirleri ile konuşmaları, birbirlerini dinlemeleri ve birlikte yazmaları amaçlanmıştır. Hedef dilde üretilen iş birlikçi diyaloglar ile öğrenicilerin birbirlerinin dil üretimlerini denetlemelerine ve desteklemelerine yardımcı olacağı öngörülmüştür. Makale kapsamında önerilen etkinliklerde öğrenicilerin günlük internet kullanımlarından aşina oldukları konular için hedef dili kullanacakları ve bunu yaparken diğer öğreniciler ile içerik ve yapı üzerinde müzakere edecekleri düşünülmüştür. İş birlikli görevler öğrenicilerinin tamamını kapsadığı ve eşit katılımlı olduğu takdirde öğreticinin öngördüğü hedeflere ulaşabilir. Bunlara ek olarak dilin konuşulduğu ülkeye ve o ülkenin kültürüne ilişkin bilgiler de çevrim içi iş birlikli görevler üzerinden öğrenicilere sunulabilir. Ayrıca öğreticiler öğrenicilerin donanım ve yazılım kullanım bilgisini de kapsayan yeterli dijital okuryazarlığa sahip olduklarını göz önünde bulundurmalıdır.

References

  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
  • Cook, V. (2001). Second language learning and language teaching. London: Arnold.
  • Çubukçu, Z. (2012). İşbirlikli öğrenme. 509-526. B. Oral (Ed.), Öğrenme ve öğretme yaklaşımları (s. 509-526) içinde. Ankara: Pegem Akademi.
  • Doughty, C. & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50-80.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Gibbons, P. (2015). Scaffolding language, scaffolding learning : Teaching English language learners in the mainstream classroom. Portsmouth: Heinemann.
  • Gonzales-Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53, 260–269.
  • Gruba, P. (2004). Designing tasks for online collaborative language learning. Prospect, 19(2), 72-81.
  • Hampel, R. (2010). Task design for a vital learning environment in a distance language course. In M. Thomas & H.
  • Reinders (Eds.), Task-based language learning and teaching with technology (pp. 131-153). New York: Continuum Publishing group.
  • Krashen, S. (1987). Principles and practice in second language acquisition. New Jersey: Prentice Hall.
  • Larsen-Freeman, D. (2003). Teaching and principles in language teaching. Oxford: Oxford University Press.
  • Lempinen, E. (2020, May 27). The pandemic could open a door to new technology -and dramatic innovation- in education. Berkeley News. https://news.berkeley.edu/2020/05/27/the-pandemic-could-open-a-door-to-new-technology-and-dramatic-innovation-in-education/
  • Long, M. N. (1985). Input and SLA theory. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, Mass: Newbury House Publishers.
  • Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35–54.
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
  • Oxford, R. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-121.
  • Riazi, M. & Rezaii, M. (2010). Teacher- and peer-scaffolding behaviors: Effects on EFL students’ writing improvement. In A. Feryok (Ed.), CLESOL 2010: Proceedings of the 12th national conference for community languages and ESOL (pp. 55-63). http://www.tesolanz.org.nz/
  • Richards J. C. & Rodgers T. S. (2002). Approaches and methods in language teaching. New York: Cambridge University Press.
  • Son, J. B. (2010, November 25). Online tools for language teaching. http://drjbson.com/projects/tools/
  • Sotillo, S. M. (2006) Using instant messaging for collaborative learning: A case study. Innovate: Journal of Online Education, (2)3, 1-9.
  • Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.97-114). Oxford: Oxford University Press.
  • Swain, M. & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304.
  • Tavakkoli, H. (2012). A dictionary of language acquisition a comprehensive overview of key terms in first and second language acquisition. Tehran: Rahnama Press.
  • Tudini, V. (2003). Using native speakers in chat. Language Learning and Technology, 7(3), 141–159.
  • Vygostky, L. S. (1998). Düşünce ve dil. İstanbul: Toplumsal Dönüşüm Yayınları. Wang, Y. (2007). Task design in videoconferencing-supported distance language learning. CALICO Journal, 24(3), 591-630.
  • Wang, Y. & Chen, N. (2012) The collaborative language learning attributes of cyber face-to-face interaction: the perspectives of the learner. Interactive Learning Environments, 20(4), 311-330. doi:10.1080/10494821003769081
  • Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121–42.
  • Wong, A. (2020, October 5). How can students learn online if they don’t know the language? This city tackled the issue. The Seattle Times. https://www.seattletimes.com/education-lab/how-can-students-learn-online-if-they-dont-know-the-language-this-city-tackled-the-issue/

Online Collaborative Task Design in Teaching Turkish as a Foreign Language

Year 2021, , 74 - 90, 31.03.2021
https://doi.org/10.35675/befdergi.846707

Abstract

In this article, as one of these quests, collaborative tasks that can be applied online are emphasized and some task suggestions are given. It is aimed for learners to talk to each other, listen to each other, and write together with the tasks designed according to the criteria. It was predicted that producing collaborative dialogues in the target language will help learners control and support each other's language production. In the activities suggested within the scope of the article, it was thought that the learners will use the target language for the topics they are familiar with from their daily internet use, and while doing this, they will negotiate with other learners on the content and structure. Collaborative tasks can achieve the goals set by the instructor if they include all of their learners and are the students are equally involved. In addition to these, information about the country where the language is spoken and the culture of that country can be presented to learners through online collaborative tasks. Tutors also should consider that learners must have sufficient digital literacy, including hardware and software usage knowledge.

References

  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
  • Cook, V. (2001). Second language learning and language teaching. London: Arnold.
  • Çubukçu, Z. (2012). İşbirlikli öğrenme. 509-526. B. Oral (Ed.), Öğrenme ve öğretme yaklaşımları (s. 509-526) içinde. Ankara: Pegem Akademi.
  • Doughty, C. & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50-80.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Gibbons, P. (2015). Scaffolding language, scaffolding learning : Teaching English language learners in the mainstream classroom. Portsmouth: Heinemann.
  • Gonzales-Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53, 260–269.
  • Gruba, P. (2004). Designing tasks for online collaborative language learning. Prospect, 19(2), 72-81.
  • Hampel, R. (2010). Task design for a vital learning environment in a distance language course. In M. Thomas & H.
  • Reinders (Eds.), Task-based language learning and teaching with technology (pp. 131-153). New York: Continuum Publishing group.
  • Krashen, S. (1987). Principles and practice in second language acquisition. New Jersey: Prentice Hall.
  • Larsen-Freeman, D. (2003). Teaching and principles in language teaching. Oxford: Oxford University Press.
  • Lempinen, E. (2020, May 27). The pandemic could open a door to new technology -and dramatic innovation- in education. Berkeley News. https://news.berkeley.edu/2020/05/27/the-pandemic-could-open-a-door-to-new-technology-and-dramatic-innovation-in-education/
  • Long, M. N. (1985). Input and SLA theory. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, Mass: Newbury House Publishers.
  • Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35–54.
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
  • Oxford, R. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94-121.
  • Riazi, M. & Rezaii, M. (2010). Teacher- and peer-scaffolding behaviors: Effects on EFL students’ writing improvement. In A. Feryok (Ed.), CLESOL 2010: Proceedings of the 12th national conference for community languages and ESOL (pp. 55-63). http://www.tesolanz.org.nz/
  • Richards J. C. & Rodgers T. S. (2002). Approaches and methods in language teaching. New York: Cambridge University Press.
  • Son, J. B. (2010, November 25). Online tools for language teaching. http://drjbson.com/projects/tools/
  • Sotillo, S. M. (2006) Using instant messaging for collaborative learning: A case study. Innovate: Journal of Online Education, (2)3, 1-9.
  • Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.97-114). Oxford: Oxford University Press.
  • Swain, M. & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304.
  • Tavakkoli, H. (2012). A dictionary of language acquisition a comprehensive overview of key terms in first and second language acquisition. Tehran: Rahnama Press.
  • Tudini, V. (2003). Using native speakers in chat. Language Learning and Technology, 7(3), 141–159.
  • Vygostky, L. S. (1998). Düşünce ve dil. İstanbul: Toplumsal Dönüşüm Yayınları. Wang, Y. (2007). Task design in videoconferencing-supported distance language learning. CALICO Journal, 24(3), 591-630.
  • Wang, Y. & Chen, N. (2012) The collaborative language learning attributes of cyber face-to-face interaction: the perspectives of the learner. Interactive Learning Environments, 20(4), 311-330. doi:10.1080/10494821003769081
  • Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121–42.
  • Wong, A. (2020, October 5). How can students learn online if they don’t know the language? This city tackled the issue. The Seattle Times. https://www.seattletimes.com/education-lab/how-can-students-learn-online-if-they-dont-know-the-language-this-city-tackled-the-issue/
There are 30 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Kayhan İnan 0000-0002-7438-0742

Publication Date March 31, 2021
Submission Date December 25, 2020
Acceptance Date January 27, 2021
Published in Issue Year 2021

Cite

APA İnan, K. (2021). Türkçenin Yabancı Dil Olarak Öğretiminde Çevrim İçi İş Birlikli Görev Tasarlama. Bayburt Eğitim Fakültesi Dergisi, 16(Özel Sayı), 74-90. https://doi.org/10.35675/befdergi.846707