Gerçeklik ve Sanallik Arasında: Çocuklara İngilizce Öğretiminde Artırılmış Gerçeklik

Year 2019, Issue: 41, 356 - 364, 01.02.2019

Ayşegül Takkaç Tulgar

Abstract

Teknoloji, insan yaşamının eğitim dâhil her alanında etkisini göstermektedir. Teknolojide meydana gelen sürekli değişimler eğitim alanına yenilikler sunmaktadır. Web 2.0 teknolojisinin ve elektronik araçların entegre edilmesi bilgisayar destekli eğitim ve mobil destekli eğitim gibi teknoloji tabanlı tasarımlarını gelişmesine katkı sağlamıştır. Özellikle son yirmi senede ivme kazanan bir kavram olan Artırılmış Gerçeklik AG , genel olarak eğitimde ve özellikle de dil eğitiminde kullanılacak teknolojik gelişmelerden biri olmuştur. Bu teknoloji gerçekliğin ve sanallığın bir birleşimini sunmakta ve dolayısıyla her iki ögenin de avantajlı yanlarını sunmaktadır. Dil eğitimi göz önüne bulundurulduğunda, AG çocuklara dil öğretiminin önemli bir konu olduğu ilkokul seviyesi de dâhil her eğitim seviyesinde kullanılabilir. Bu çalışma, Artırılmış Gerçeklik ve çocuklara İngilizce öğretimi alan yazınına bağlı kalarak, AG teknolojisinin çocuklara yabancı dil öğretiminde kullanılması konusunu ele almayı amaçlamaktadır. Çalışma, AG kavramının mevcut tanımlarını verirken ilgili alan yazını da sunmaktadır. AG teknolojisinin çocuklara yabancı dil öğretimindeki muhtemel avantaj ve dezavantajlarından da bahsedilmiştir. Muhtemel avantajlar, çoklu zekânın içerilmesi; dili gözlemleyerek ve deneyimleyerek öğrenme; dil performansı ve başarısındaki artış; dille, öğretmenle ve diğer öğrencilerle iletişim; bireysel öğrenme ve motivasyon. Dezavantajlar, kullanılırlık ve uygulanabilirlik; teknik sorunlar; eğitim yetersizliği ve yalnızlaşma riskini içermektedir. Çalışma, çocuk yaştaki öğrencilerin özelliklerini değerlendirerek AG teknolojisinin dil sınıflarında etkili bir şekilde uygulanması yönünde bazı pedagojik önerilerle sonuçlandırılmıştır.

Keywords

Artırılmış gerçeklik, Çocuklara İngilizce öğretimi, Dil eğitimi

In Between Reality and Virtuality: Augmented Reality in Teaching English to Young Learners

Abstract

Technology has exerted its effects in almost all areas of human life including education. The constant developments in technology have offered new designs to the field of education. The incorporation of Web 2.0 technology and electronic devices has paved the way for the development of such specific technology-based designs as computer-assisted learning and mobileassisted learning. As a concept gaining momentum especially in the last two decades, Augmented Reality AR is also involved in the continuum of technological developments which can be adopted in the educational arena in general and language education in particular. This technology presents the incorporation of reality and virtuality and; therefore, combines the advantageous sides of both spheres. Considering in language education, AR technology can be utilized in all educational levels involving the primary level where the issue of teaching language/s to young learners holds significance. Set on AR and TEYL literature, this study is intended to handle the AR technology in teaching English to young learners. The study presents related AR literature offering existing definitions of the concept. The possible advantages and disadvantages of AR integrated in TEYL are also presented. These possible advantages involve the reference of multiple intelligences; the possibility of learning the language by observing and exploring; enhancement in language performance and achievement; interaction with language, teachers and peers; self-learning and motivation. The disadvantages are about its usability and practicality; technical problems; lack of training and the risk of isolation. The study concludes with some pedagogical suggestions for the effective implementation of AR technology in young learner language classes referring to the characteristics of the particular profile

Keywords

Augmented reality, Teaching English to young learners, Language education

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