Yabancı Dil Eğitiminde Fırsat Eşitliğini Sağlamak: Yapay Zekâ Tabanlı IOS ve Android Uygulamalarının Geliştirilmesi

Year 2023, Volume: 2 Issue: 1, 81 - 91, 05.02.2023

Eyyüp Yaşar Kürüm

Abstract

Etkin ve verimli bir Yabancı Dil Öğretimi ülkemizde Milli Eğitim Bakanlığı tarafından 2023 Eğitim Vizyonu Hedefleri kapsamında ilan edilen stratejik bir hedeftir. Buna rağmen, Education First adlı kuruluşun 2020 yılında yayımlanan istatistiklerine göre Türkiye Yabancı Dil Yeterlik endeksinde dünya ülkeleri arasında ancak 70’inci sırada kendisine yer bulabilmiş, 478 ortalama puan ile de Avrupa ülkeleri arasında sondan 2’inci olabilmiştir. Ülkemizde yabancı dil, özellikle de İngilizce lisan becerilerine hâkim çok sayıda bireyin yetiştirilebilmesi herkes tarafından kolayca ulaşılabilecek, ücretsiz ama kişiye ihtiyaç duyacağı dil becerilerini doğru bir yöntemle kazandırabilecek Android ve IOS uygulamalarının geliştirilmesi yoluyla sağlanabilir. Piyasadaki mevcut uygulamalar bu konuda yetersiz kalmaktadır. Çünkü bu uygulamalar genellikle cümle seviyesinden öteye bir edinim sağlamaktan uzaktır. Mevcut uygulamalar okuma, dinleme, konuşma ve yazma becerilerinin eşit oranda öğretilerek, her birinde yeterince alıştırma yaptırarak yetkinlik kazanılabileceği varsayımına dayalıdır. Geliştirilecek yeni bir uygulama Anlama Odaklı dil edinimi yaklaşımına uygun olarak bir yabancı dilde yetkinlik elde etmenin ancak o dildeki mesajları anlamaya başlamak yoluyla gerçekleşebileceği esasına dayanmalıdır. Bu uygulama öğrencinin duyacağı, izleyeceği ve okuyacağı İngilizce mesajlara tepki vermesini sağlayan, vermiş olduğu bu tepkilerin de uygulamada yerleşik yapay zekâ yardımıyla irdelenip, kendisine bireysel gelişimine uygun geribildirim sunan, etkileşimli bir uygulama olacaktır. Yani kısaca uygulamanın amacı doğal ortamda kendi anadilimizi edinmemizi mümkün kılan, doğuştan sahip olduğumuz Dil Edinim Cihazını (Language Acquisition Device) aktive etmek, dili öğretmekten ziyade dil becerilerini kazandırmaktır. Milli Eğitim Bakanlığı tarafından geliştirilecek böyle bir uygulamanın akıllı telefon, tablet veya bilgisayar sahibi herkes tarafından ulaşılabilir ve kullanılabilir olması, yabancı dil eğitiminde zaman, maliyet, yetkin öğretmenlere ulaşamama, coğrafi uzaklık gibi fırsat eşitliğini engelleyen unsurları aşmaya yardımcı olacaktır.

Keywords

İngilizce Öğretimi, Anlama Odaklı Yaklaşım, Android - IOS Uygulamaları

Ensuring Equality of Opportunity in Foreign Language Education: Development of Artificial Intelligence Based IOS and Android Applications

Abstract

An effective and efficient Foreign Language Teaching is a strategic goal announced by the Ministry of National Education within the scope of 2023 Education Vision Goals in our country. Despite this, according to the statistics published by Education First in 2020, Turkey could only find its place in the 70th place among the world countries in the Foreign Language Proficiency index, and it was the second from the last among European countries with an average score of 478. In our country, raising a large number of individuals who are fluent in a foreign language, especially English language skills, can be achieved by developing Android and IOS applications that can be easily accessed by everyone, free of charge, but which can provide the person with the language skills they need in the right way. Existing applications in the market are insufficient in this regard. Because these applications are generally far from providing an acquisition beyond the sentence level. Existing practices are based on the assumption that reading, listening, speaking and writing skills can be taught equally, and competence can be gained by getting enough practice in each. A new application to be developed should be based on the principle that acquiring proficiency in a foreign language can only be achieved by starting to understand the messages in that language, in accordance with the Comprehension based language acquisition approach. This application will be an interactive application that allows the student to react to the English messages that he will hear, watch and read, and that these responses are analyzed with the help of artificial intelligence built into the application, and that provides feedback appropriate to his individual development. In short, the purpose of the application is to activate the Language Acquisition Device that we have from birth, and to enable the acquisition of language skills rather than to teach the language. The fact that such an application, which will be developed by the Ministry of National Education, is accessible and usable by everyone with a smart phone, tablet or computer, will help to overcome the factors that hinder equality of opportunity such as time, cost, inability to reach competent teachers, and geographical distance in foreign language education.

Keywords

English Language Teaching, Comprehension Based Approach, Android – IOS Applications

References

• 1.Asher, J. (1965). The strategy of the total physical response: An application to learning Russian. International Review of Applied Linguistics, 3, 291-300.
• 2. Asher, J. (2001). Brainswitching: Learning on the right side of the brain. Sky Oaks Productions, California, the U.S.A.
• 3. Bijani, H. & Nahvi, A. (2012). Modularity of mind and second language acquisition. Theory and Practice in Language Studies, Vol. 2, No. 8, 1656-1661. http://www.academypublication.com/issues/past/tpls/vol02/08/tpls0208.pdf
• 4. Burger, S. (1989). Content-based ESL in a sheltered psychology course: Input, output, and outcomes. TESL Canada Journal, 6, 45-59.
• 5. Dupuy, B. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals, 33 (2), 205-233.
• 6. Dziedzic, J. (2012). A comparison of TPRS and traditional instruction, both with SSR. International Journal of Foreign Language Teaching, 7(1): 4-6.
• 7. Elissa L. Newport (2011) “The Modularity Issue in Language Acquisition: A Rapprochement? Comments on Gallistel and Chomsky”, Language Learning and Development, 7:4, 279-286, DOI: 10.1080/15475441.2011.605309
• 8.Ellidokuzoğlu, H. (2017). “Yabancı Dil Eğitiminde Sanal Ortamda Doğal Yaklaşım”, Bilişimle Gelişim 34. Ulusal Bilişim Kurultayı bildirisi, 20-21 Aralık 2017.
• 9. Ellidokuzoğlu, H. (2017). Towards a receptive paradigm in foreign language teaching. TOJELT, 2,(1), 20-39.
• 10. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
• 11. Krashen, S. & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.
• 12. Krashen, S. (2003). Explorations in language acquisition and use. Portsmouth, NH: Heinemann.
• 13. Krashen, S. (2014). Does Duolingo “trump”university-level language learning? International Journal of ForeignLanguage Teaching, 9 (1), 13-15
• 14. Loewen S, Isbell DR, Sporn Z. (2020). The effectiveness of app‐based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals. 2020;53:209–233. https://doi.org/10.1111/flan.12454
• 15. Işık, A. (2000). The role of input in second language acquisition. ITL Review of Applied Linguistics, 129, 225-274.
• 16. Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor? Journal of Language and Linguistic Studies, 4 (2), 15-26.
• 17. Lobachev, S. (2008). Top languages in global information production. Partnership: The Canadian Journal of Library and Information Practice and Research, vol. 3, no. 2, 1-12. https://journal.lib.uoguelph.ca/index.php/perj/article/view/826/1357
• 18. Marinova Todd, S. & Marshall, D.B. & Snow, S. (2000). “Three misconceptions about age and L2 learning. TESOL Quarterly Vol. 34, No. 1, Spring. 9-34. https://www.jstor.org/stable/3588095?seq=1
• 19. Sarı, R. (2013). Is it possible to improve writing without writing practice? International Journal of Foreign Language Teaching, 8(1), 6-10.
• 20. Sarıçoban, G. (2012). “Foreign language education policies in Turkey”, Procedia - Social and Behavioral Sciences, 46, 2643-2648.
• 21. Smith, K., Mason, B. & Krashen S. (2021). Story-Listening and Guided Self-Selected Reading: Short-Term Results from Indonesia. Language Issues, 1(3), 1-14. Retrieved from http://languageissues.com/ 22. Wang, H., Cheng, Z. and Smyth, R. (2017). The economic returns to proficiency in English in China. ChinaEconomic Review, 43, 91-104. Retrieved from https://www.researchgate.net/publication/281426681_The_Economic_Returns_to_Proficiency_in_English_in_China