استخدام التَّصميم المُمتِع وما بعد مُحفِّزات الألعاب في تعليم اللغة العربية للناطقين بغيرها

Yıl 2025, Cilt: 4 Sayı: 1, 55 - 71, 20.06.2025

Amr Mukhtar

Öz

استهدف البحثُ تقديمَ نموذجٍ إجرائيٍّ مُستندٍ إلى مبادئ التصميم الممتع في تعليم اللغة العربية للناطقين بغيرها، من خلال تقديم خطوات إجرائية لتوظيف هذه المبادئ في تعليم اللغة العربية، وذلك بهدف التصدي لمشكلة البحث المتمثلة في ضعف وتباين مستوى دارسي اللغة العربية الناطقين بغيرها، والافتقار إلى نموذج إجرائي يوظِّف التوجهات الحديثة في تعليم اللغة العربية كالتصميم الممتع وما بعد محفزات الألعاب، هذا التصميم الذي يُسهم في علاج مُشكلات انخفاض الدافعية عند الدَّارسين.
اعتمد البحثُ على المنهج الوصفيّ التحليليّ لوصف وتحليل ومراجعة الأدبيات والبحوث والدراسات ذات الصِّلة بمشكلة البحث، وقد تكون الإطار النظري للبحث من بعدين؛ عرض البعد الأول التصميم الممتع وما بعد محفزات الألعاب في تعليم اللغة العربية للناطقين بغيرها، وخُصص البعد الثاني لعرض النموذج الإجرائي، وقد أكد البحث أنَّ تعلم اللغة الثانية يمكن أن يحدث من خلال التصميم الممتع؛ ولذا فقد أوصى البحث بضرورة الاهتمام بعقد ورش عمل لتدريب مُعلمي اللغة العربية للناطقين بغيرها على توظيف التصميم الممتع في التدريس.

Anahtar Kelimeler

التصميم الممتع , محفزات الألعاب , تعليم اللغة العربية , الناطقون بغير العربية

Ana Dili Arapça Olmayanlara Arapça Öğretimiminde Oyunsal Tasarım ve Oyunlaştırmanın Kullanımı

Öz

Bu çalışma, ana dili Arapça olmayanlara Arapça öğretiminde, oyunsal tasarımların kullanılmasına dayanan pratik bir model sunmayı ve bu modelin uygulanmasına yönelik adımları ortaya koymayı hedeflemektedir. Çalışma, ana dili Arapça olmayan Arapça öğrencilerinin seviyelerindeki düşüklük veya farklılıklara dayalı sorunlarla, Arapça öğretiminde oyunsal tasarım ve oyunlaştırma gibi modern yöntemlere dayalı işlevsel bir modele duyulan ihtiyaca yönelik çözümler üretmeyi amaçlamaktadır. Bu tasarımlar, öğrencilerdeki düşük motivasyon sorununun çözümüne de katkı sunmaktadır.
Söz konusu probleme ilişkin literatür ve bilimsel araştırmaların tahlil edildiği çalışma; bu yönüyle betimsel analiz yöntemine dayanmaktadır. Çalışmanın teorik çerçevesi iki kısımdan oluşmaktadır. İlk kısım, ana dili Arapça olmayanlara Arapça öğretiminde kullanılması önerilen oyunsal tasarım ve oyunlaştırmanın izahına, ikinci kısım ise söz konusu pratik modelin sunumuna ayrılmıştır. Yabancı dil öğreniminin oyunsal tasarım vasıtasıyla gerçekleştirilebileceğini vurgulayan çalışma, Arapça öğretmenlerine ana dili Arapça olmayanlara Arapça öğretiminde oyunsal tasarımın kullanımı konusunda eğitim verilmesinin önemine işaret etmekte ve bu amaçla atölye çalışmaları düzenlenmesinin gerekliliği üzerinde durmaktadır.

Anahtar Kelimeler

Oyunsal Tasarım , Oyunlaştırma , Arapça Öğretimi , Ana Dili Arapça Olmayanlar

Using Gameful Design and Gamification in Teaching Arabic to Non-Native Speakers

Öz

This research aimed to present an operational model based on the principles of Gameful design in teaching Arabic to non-native speakers through presenting procedural steps for employing these principles in Arabic language teaching to address the problem of the research represented in the weakness and varying levels among non-native Arabic learners and the lack of an operational model incorporating modern approaches in Arabic language teaching like Gameful design and gamification. This design contributes to solving problems related to decreased motivation among learners. The research utilized a descriptive-analytical approach to describe, analyze, and review literature relevant to the problem. The theoretical framework included two parts: the first part presented Gameful design and gamification in teaching Arabic to non-native speakers. The second part presented the procedural model. The research emphasized that second language learning could occur through Gameful design; therefore, the research recommended holding workshops for training teachers to use Gameful design.

Anahtar Kelimeler

Gameful Design , Gamification , Teaching Arabic , Non-Arabic Speakers

Kaynakça

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