Türkçenin Yabancı Dil Olarak Öğretiminde Çevrim İçi İş Birlikli Görev Tasarlama

Öz

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.

Anahtar Kelimeler

• Çevrim içi dil öğretimi
• iş birlikçi diyalog
• iş birlikli görevler
• Türkçenin yabancı dil olarak öğretimi

Online Collaborative Task Design in Teaching Turkish as a Foreign Language

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.

Keywords

• Collaborative dialogues
• collaborative tasks
• online language teaching
• teaching Turkish as a foreign language

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