Autonomous Sensory Meridian Response as a Second Learning Area in Teaching Turkish as a Foreign Language (ASMR)

Yıl 2024, Sayı: 61, 121 - 148, 15.05.2024

Emrah Boylu , Mete Yusuf Ustabulut , Savaş Keskin

https://doi.org/10.9779/pauefd.1352289

Cited By: 1

Öz

The study aims to discuss whether ASMR culture, a growing trend on YouTube, is appropriate for use as a formal computer-assisted language learning application environment in teaching Turkish as a foreign language. The data supply of the study was collected through in-depth IMterview with 13 expert teachers who teach Turkish as a foreign language in Turkey in the context of the principles of the Interpretative Phenomenological Analysis method, and the obtained data were analyzed within the framework of descriptive, structural principles. According to the findings, reasons such as ‘actor’s identity,’ ‘methodological deficiencies,’ ‘carelessness,’ ‘amateurism,’ ‘pronunciation mistakes,’ ‘purposelessness,’ and ‘risks of specific culture’ in the videos trigger indecision. However, there is also a positive consensus. The consensus is that transforming amateur language instruction videos created in the ASMR culture into professional and well-prepared content will create a new CALL application environment that will significantly improve Turkish language teaching processes.

Anahtar Kelimeler

Whispered Teaching,, Computer-Assisted Language Learning, Autonomous Sensory Meridian Response, Turkish as a Foreign Language

Yabancı Dil Olarak Türkçe Öğretiminde İkinci Bir Öğrenme Alanı Olarak Otonom Duyusal Meridyen Tepkisi (ODMT)

Öz

Çalışmada amaç, son dönemlerde YouTube’da yükselen bir fenomen olan Otonom Duyusal Meridyen Tepkisi (ODMT) kültüründeki dil öğretimine ilişkin içeriklerin, uzman öğreticilerin fenomenolojik yapısal değerlendirmeleri çerçevesinde yabancı dil olarak Türkçe öğretiminde formal bir Bilgisayar Destekli Dil Eğitimi (BDDE) uygulama ortamı olarak kullanıma uygunluğunu tartışmaktır. Çalışmanın veri tedariği yorumlayıcı fenomenolojik analiz metodunun esasları bağlamında Türkiye’de yabancı dil olarak Türkçe öğreten 13 uzman öğretici ile derinlemesine anlık mesajlaşmalı görüşme yapılması yoluyla toplanmış ve elde edilen veriler yapısal betimleme ilkeleri çerçevesinde analiz edilmiştir. ODMT ’ye ilişkin sistemik yapı yaklaşımını anlamak için belirlenen beş kategori ve alt kategorilere ilişkin bireysel ve ortak kanaatler, nitel olarak yapılandırılmış; olumsuz ve olumsal kanaatlerin gerekçeleri üzerinden sürecin anlamlandırma sistemi tespit edilmiştir. Bireysel kanaatlerin ortak görünümlerini kavramayı hedefleyen çalışmada elde edilen bulgular, deneyimlenen videolardaki aktörün kimliği, yöntemsel eksiklikler, özensizlik, amatörlük, sesletim hataları, amaçsızlık ve spesifik kültürün riskleri gibi gerekçelerin kararsızlığı tetikleyen gerekçeler olmalarına karşın genel bir olumsal ortak kanaatin varlığına işaret etmiştir. Ortak kanaat, ODMT kültüründe üretilen amatör dil öğretimi videolarının profesyonel ve iyi hazırlanmış içerikler biçiminde kurgulanmasının yabancı dil olarak Türkçe öğretim süreçlerine niteliksel katkı sağlayacak ikinci bir Bilgisayar Destekli Dil Eğitimi (BDDE) uygulama ortamı olacağı yönündedir.

Anahtar Kelimeler

fısıltı öğrenme, bilgisayar destekli dil öğretimi, otonom duyusal meridyen tepkisi, yabancı dil olarak Türkçe öğretimi

Kaynakça

• Akayoğlu, S. (2017). İngilizce öğretmen adaylarının bilgisayar destekli dil öğretimi dersi üzerine görüşleri. İlköğretim Online (elektronik), 16(3), 1220-1234. http://dx.doi.org/10.17051/ilkonline.2017.330252
• Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal Education and Literacy Studies, 5(2), 9-19. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9
• Barratt, E. L. & Davis, N. J. (2015). Autonomous sensory meridian response (ASMR): A flow-like mental state. PeerJ 3:e851 https://doi.org/10.7717/peerj.851
• Barratt EL, Spence C. & Davis N. J. (2017). Sensory determinants of the autonomous sensory meridian response (ASMR): Understanding the triggers. PeerJ 5:e3846. doi: 10.7717/peerj.3846
• Chapelle, C. A. (2005). Computer-assisted language learning. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 767-780). Routledge.
• Deleuze, G. (1994). Difference and repetition. Paul Patton (Trans.). Columbia University.
• Fredborg, B. K., Clark, J. M. & Smith, S. D. (2018). Mindfulness and autonomous sensory meridian response (ASMR). PeerJ 6:e5414 https://doi.org/10.7717/peerj.5414
• Gallagher R. (2019). ‘ASMR’ autobiographies and the (life-)writing of digital subjectivity. Convergence, 25(2), 260-277. https://doi.org/10.1177/1354856518818072
• Gallagher, R. (2016). Eliciting euphoria online: The aesthetics of “ASMR” video culture. Film Criticism, 40(2), https://doi.org/10.3998/fc.13761232.0040.202
• Gillmeister, H., Succi, A., Romei, V. & Poerio, G. L. (2022) Touching you, touching me: Higher incidence of mirror-touch synaesthesia and positive (but not negative) reactions to social touch in autonomous sensory meridian response. Consciousness and Cognition, 103(2022), 1-11. https://doi.org/10.1016/j.concog.2022.103380
• Janik-McErlean, A. B. & Banissy, M. J. (2017) Assessing individual variation in personality and empathy traits in self-reported autonomous sensory meridian response. Multisensory Research, 30(6), 601-613. https://doi.org/10.1163/22134808-00002571
• Jarvis, H. & Achilleos, M. (2013). From computer-assisted language learning (CALL) to mobile-assisted language use (MALU). TESL-EJ, 16(4), 1-18.
• Keskin, S. & Kömür, G. (2022). Kültürel diplomasine yeni içerik pazarlama aygıtı: Otonom Duyusal Meridyen Tepkisi (ASMR). İletişim Kuram ve Araştırma Dergisi, 59(2022), 105-127. https://doi.org/10.47998/ikad.1148759
• Klausen, H. B. (2021). The ambiguity of technology in ASMR experiences: Four types of intimacies and struggles in the user comments on YouTube. Nordicom Review, 42(4), 124-136. http://dx.doi.org/10.2478/nor-2021-0045
• Kovacevich, A. & Huron, D. (2018) Two studies of autonomous sensory meridian response (ASMR): The relationship between ASMR and music-ınduced frisson. Empirical Musicology Review, 13(1-2), 39-63. http://dx.doi.org/10.18061/emr.v13i1-2.6012
• Kozinets, R. V. (2006). “Netnography 2.0”. In Russel W. Belk (Ed.). Handbook of Qualitative Research Methods in Marketing (pp. 129-142). Edward Elgar.
• Lamy, M-N. (2013). Distance CALL online. In M. Thomas, H. Reinders, & M. Warschauer (Eds.) Contemporary Computer-Assisted Language Learning (pp.141-158). Continuum Books.
• Levy, M. (1997). Computer-assisted language learning: Context and conseptualization. Oxford University.
• Levy, M., & Stockwell, G. (2006). Call dimensions: Options and issues in computer-assisted language learning. Routledge.
• Lloyd, J. V., Ashdown ,T. P. O. & Jawad, L. R. (2017). Autonomous sensory meridian response: What is it? and why should we care?. Indian J Psychol Med, 39(2), 214-215. https://doi.org/10.4103%2F0253-7176.203116
• Maner, J. K., Gailliot, M. T., Rouby, D. A., & Miller, S. L. (2007). Can’t take my eyes off you: Attentional adhesion to mates and rivals. Journal of Personality and Social Psychology, 93(3), 389 401. http://doi.org:/10.1037/0022-3514.93.3.389
• O-Dowd, R. (2016). Emerging trends and new directions in telecollaborative learning. Computer Assisted Language Instruction Consortium, 33(3), 291-310.
• Park, C. N., & Son, J. B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80–101.
• Poerio, G. L., Blakey, E., Hostler, T. J. & Veltri, T. (2018) More than a feeling: Autonomous sensory meridian response (ASMR) is characterized by reliable changes in affect and physiology. PLoS ONE 13(6): e0196645.
• Rogers, E. M. (1962). Diffusion of innovations (3rd Ed.). Macmillan.
• Shinebourne, P. (2011). The theoritical underpinnings of interpretative phenomenological analysis (IPA). Existential Analysis, 22(1), 16-31.
• Smith, J. A. & Fieldsend, M. (2021). Interpretative phenomenological analysis. In P. M. Camic (Ed.). Qualitative Research in Psychology: Expanding Perspectives in Methodology and Design (pp. 147-166). American Psychology Association.
• Smith, S. D., Fredborg, B. K., & Kornelsen, J. (2017). An examination of the default mode network in individuals with autonomous sensory meridian response (ASMR). Social Neuroscience, 12(4), 361–365. https://doi.org/10.1080/17470919.2016.1188851
• Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Monterey, CA: The International Research Foundation for English Language Education. http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning.
• Thomas, M., Reinders, H. & Warschauer, M. (2013). Contemporary computer-assisted languge learning: The role of digital media and incremental change. In M. Thomas, H. Reinders & M. Warschauer (Eds.) Contemporary Computer-Assisted Languge Learning (pp. 1-12). Bloomsbury.
• Tuffour, I. (2017). A critical overview of interpretative phenomenological analysis: A contemporary qualitative research approach. Journal of Healthcare Communications, 2(4), 52.
• Ünlü, B. F. (2019). Yabancı dil olarak Türkçe öğretiminde sanal gerçekliğin amaç odaklı dil öğretimine etkisi. Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi, 5, 57-76.