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Yabancı Dil Olarak Türkçe Öğreniminde E-Tandemlerin Öğrenmeye Etkisi

Year 2023, Volume: 2 Issue: 2, 99 - 112, 15.06.2023

Kübra Şengül Hatice Oruç

https://doi.org/10.56987/bezgek.24

Abstract

Teknolojik gelişmeler dil öğrenimini birçok açıdan etkilemiş ve değiştirmiştir. E-tandemler bu gelişmeler çerçevesinde ana dili veya hedef dili Türkçe olan aynı zamanda ikinci bir dil öğrenmek isteyen öğrencilere dil becerilerini uygulama fırsatı sunar. Söz konusu uygulamalar günümüze farklı şekillerde yürütülmektedir. Bu çalışmada, Türkiye’de bir devlet üniversitesinde Türkçe öğrenen 9 yabancı uyruklu öğrencinin e-tandem deneyimleri incelenmektedir. Çalışmada Erciyes Üniversitesi ERSEM biriminde Türkçe eğitimi alan bir grup yabancı uyruklu öğrencinin e-tandem tecrübesi incelenmiştir. Nitel bir araştırma olan bu çalışmanın veri kaynaklarını, e-tandem oturumu sırasında alınan saha notları ve uygulama sonrası görüşme formları oluşturmaktadır. Çalışma sonucunda, katılımcıların, başka bir ülkeden öğrencilerle tanışma konusunda oldukça istekli ve heyecanlı oldukları görülmüştür. Ayrıca, sözlü dil becerileri kullanılarak doğrudan ana dili Türkçe olan dil partnerlerinden geri bildirim almıştır. Bu sayede hem kültürel farklılıklar hem de partnerleriyle ortak noktalar keşfedilmiştir. Sonuç olarak e-tandem deneyiminin, yabancı dil öğrenimi için etkili bir öğretim yolu olduğu görülmüştür.

Keywords

E-tandem sözlü iletişim becerileri kültürel öğrenme yabancı dil öğrenimi

References

  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S. ve Yıldırım, E. (2010). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı (6. Baskı). Sakarya Yayıncılık.
  • Arnold, J., ve Fonseca-Mora, M.C. (2015). Language and cultural encounters: Opportunities for interaction with native speakers. In D. Nunan & J. C. Richards (Eds.). Language Learning Beyond the Classroom (pp. 225–234). Taylor & Francis, Routledge.
  • Baumann, I., Brıcaud, B., Chollet, I., Dupuıs, V., Falk, P., Herfurth, H.-E., Kerndtner, F. ve Sanssené, F. (1999) Die tandem-methode. theorie und praxis in deutsch-französischen Sprachkursen. Herausgegeben vom Deutsch-Französischen Jugendwerk. Klett.
  • Brammerts, H. (2002) Aprendizagem autônoma de línguas em Tandem: desenvolvimento de um conceito. In: K. H. Delille & A.C. Ferreira (eds.) Aprendizagem autônoma de línguas em Tandem, Colibri.
  • Brückner, C. (2011). Internetbasiertes lernen und arbeiten im fremdsprachen-unterricht–herausforderungen und chancen. Inhalt / Contents, 132-146.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2. Baskı). USA: SAGE Publications.
  • Griggio, L. (2018). Linking virtual and physical mobility: A success story of a multilingual and multicultural exchange. Sciedo, 12(1), 88-112. https://doi.org/10.2478/sm-2018-0004
  • Herfurth, H-E. (1992). Tandem-Methode oder Verfahren. Zum Spracherwerb in Begegnungssituationen. In: M. Rosanelli (org.) Lingue in Tandem. Autonomie und Sprachbewerb. III International Tandem Congress, Alpha&Beta, Merano, 195-220.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.
  • Karjalienen, K., Pörn, M., Rusk, F., ve Björkskog, L. (2013). Classroom tandem – outlining a model for language learning and ınstruction. International Electronic Journal of Elementary Education, 6(1), 165–184.
  • Kılıç, S. (2013). Örnekleme yöntemleri. Journal of Mood Disorders, 3(1), 44-6. DOI: 10.5455/jmood.20130325011730.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, England: Pergamon Press.
  • Litzler, M. F., Huguet-Jérez, M. ve Bakieva, M. (2018). Prior experience and student satisfaction with e-tandem language learning of Spanish and English. International Journal of Interactive Mobile Technologies, 12(4), 4–20. https://doi.org/10.3991/ijim.v12i4.9196
  • Pomino, J., ve Gil-Salom, D. (2016). Integrating e-tandem in higher education. Procedia-Social and Behavioral Sciences, 228, 668-673. https://doi.org/10.1016/j.sbspro.2016.07.102
  • Pörn, M. ve Hansell, K. (2020). The teacher’s role in supporting two way language learning in classroom tandem. International Journal of Bilingual Education and Bilingualism, 23(5), 534–549. https://doi.org/10.1080/13670050.2017.1379946.
  • Resnik, P. ve Schallmoser, C. (2019). Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment. Studies in Second Language Learning and Teaching, 9(3), 541–564. https://doi.org/10.14746/ssllt.2019.9.3.6 Rosanelli, M. (ed.) (1992). Lingue in tandem. autonomie und spracherwerb. III I nternational Tandem Congress. Alpha & Beta. Scherfer, P. (1982). Zur erforschung von sprachlehr- und -lernprozessen auf gegenseitigkeit. Zeitschrift für Literaturwissenschaft und Linguistik (LiLi), 45, 72-99.
  • Şengül, K. (2015). Öğretim elemanlarının yabancılara Türkçe öğretiminde kullanılan materyallere ilişkin görüşleri. Researcher: Social Science Studies, 3(2), 14-25.
  • Şengül, K. (2017). Yabancı dil olarak Türkçe öğretiminde dil partnerliği (tandem) yoluyla gerçekleştirilen öğretimin öğrencilerin konuşma kaygılarına etkisi. International Journal of Language Academy, 5(2), 163-175. http://dx.doi.org/10.18033/ijla.3545
  • Şengül, K. (2018). Dil partnerliği (tandem) yönteminin Türkçe öğretmeni adaylarının kültürel zekâlarına etkisi: karma yöntemli bir yaklaşım. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1086-1103.
  • Tian, J. ve Wang, Y. (2010). Taking language learning outside the classroom: learners’ perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181-197. https://doi.org/10.1080/17501229.2010.513443
  • TDK (2005) Türkçe sözlük. TDK Yayınları.
  • Wang-Szilas, J. Berger, C. ve Zhang, F. (2013). E-tandem language learning ıntegrated in the curriculum: reflection from students’ perspectives. European Journal of Open, Distance and E-Learning, 18(2), 37-49.
  • Wolff, J. (1991) Ein kurzer Einblick in die Tandem-Geschichte. In: Tandem E.V. (ed.) Sprachen lernen im interkulturellen Austausch. Dokumentation der 2. Europäischen Tandem-Tage 1990. 7-8. Verlag für Interkulturelle Kommunikation.
  • Wu, V. ve Marek, M. (2008). Enhancing learner motivation to study English via videoconferencing with a native speaker. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (ss. 4481–4489). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). Seçkin Yayıncılık.
  • Yinchun, B. (2010). Narration and language acquisition in tandem situation, (file:///C:/Users/hatic/Downloads/Narration%20and%20language%20acquisition%20in%20Tandem%20situation%20(1).pdf. Erişim: 30/05/2023).
  • Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 16, 439-445.

The Effect of E-Tandems on Learning Turkish as a Foreign Language

Year 2023, Volume: 2 Issue: 2, 99 - 112, 15.06.2023

Kübra Şengül Hatice Oruç

https://doi.org/10.56987/bezgek.24

Abstract

Technological developments have affected and changed language learning in many ways. Within the framework of these developments, e-tandems offer the opportunity to practice language skills for students whose mother tongue or target language is Turkish and who also want to learn a second language. These practices are carried out in different ways today. This study discusses the e-tandem experiences of 9 foreign students learning Turkish at a state university in Turkey. It examines the e-tandem experience of a group of foreign students studying Turkish at Erciyes University ERSEM department. The data of the study, which is qualitative research, are the field notes taken during the e-tandem session and the post-application interview forms. As a result of the study, it is clear that the participants are very enthusiastic and excited about meeting students from another country. In addition, they receive feedback directly from their native Turkish language partners using their language skills. In this way, both cultural differences and common points with their partners are discovered. As a result, it is possible to say that the e-tandem experience is an effective teaching method for foreign language learning.

Keywords

E-tandem Verbal communication skills Cultural learning Foreign language learning

References

  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S. ve Yıldırım, E. (2010). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı (6. Baskı). Sakarya Yayıncılık.
  • Arnold, J., ve Fonseca-Mora, M.C. (2015). Language and cultural encounters: Opportunities for interaction with native speakers. In D. Nunan & J. C. Richards (Eds.). Language Learning Beyond the Classroom (pp. 225–234). Taylor & Francis, Routledge.
  • Baumann, I., Brıcaud, B., Chollet, I., Dupuıs, V., Falk, P., Herfurth, H.-E., Kerndtner, F. ve Sanssené, F. (1999) Die tandem-methode. theorie und praxis in deutsch-französischen Sprachkursen. Herausgegeben vom Deutsch-Französischen Jugendwerk. Klett.
  • Brammerts, H. (2002) Aprendizagem autônoma de línguas em Tandem: desenvolvimento de um conceito. In: K. H. Delille & A.C. Ferreira (eds.) Aprendizagem autônoma de línguas em Tandem, Colibri.
  • Brückner, C. (2011). Internetbasiertes lernen und arbeiten im fremdsprachen-unterricht–herausforderungen und chancen. Inhalt / Contents, 132-146.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2. Baskı). USA: SAGE Publications.
  • Griggio, L. (2018). Linking virtual and physical mobility: A success story of a multilingual and multicultural exchange. Sciedo, 12(1), 88-112. https://doi.org/10.2478/sm-2018-0004
  • Herfurth, H-E. (1992). Tandem-Methode oder Verfahren. Zum Spracherwerb in Begegnungssituationen. In: M. Rosanelli (org.) Lingue in Tandem. Autonomie und Sprachbewerb. III International Tandem Congress, Alpha&Beta, Merano, 195-220.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.
  • Karjalienen, K., Pörn, M., Rusk, F., ve Björkskog, L. (2013). Classroom tandem – outlining a model for language learning and ınstruction. International Electronic Journal of Elementary Education, 6(1), 165–184.
  • Kılıç, S. (2013). Örnekleme yöntemleri. Journal of Mood Disorders, 3(1), 44-6. DOI: 10.5455/jmood.20130325011730.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, England: Pergamon Press.
  • Litzler, M. F., Huguet-Jérez, M. ve Bakieva, M. (2018). Prior experience and student satisfaction with e-tandem language learning of Spanish and English. International Journal of Interactive Mobile Technologies, 12(4), 4–20. https://doi.org/10.3991/ijim.v12i4.9196
  • Pomino, J., ve Gil-Salom, D. (2016). Integrating e-tandem in higher education. Procedia-Social and Behavioral Sciences, 228, 668-673. https://doi.org/10.1016/j.sbspro.2016.07.102
  • Pörn, M. ve Hansell, K. (2020). The teacher’s role in supporting two way language learning in classroom tandem. International Journal of Bilingual Education and Bilingualism, 23(5), 534–549. https://doi.org/10.1080/13670050.2017.1379946.
  • Resnik, P. ve Schallmoser, C. (2019). Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment. Studies in Second Language Learning and Teaching, 9(3), 541–564. https://doi.org/10.14746/ssllt.2019.9.3.6 Rosanelli, M. (ed.) (1992). Lingue in tandem. autonomie und spracherwerb. III I nternational Tandem Congress. Alpha & Beta. Scherfer, P. (1982). Zur erforschung von sprachlehr- und -lernprozessen auf gegenseitigkeit. Zeitschrift für Literaturwissenschaft und Linguistik (LiLi), 45, 72-99.
  • Şengül, K. (2015). Öğretim elemanlarının yabancılara Türkçe öğretiminde kullanılan materyallere ilişkin görüşleri. Researcher: Social Science Studies, 3(2), 14-25.
  • Şengül, K. (2017). Yabancı dil olarak Türkçe öğretiminde dil partnerliği (tandem) yoluyla gerçekleştirilen öğretimin öğrencilerin konuşma kaygılarına etkisi. International Journal of Language Academy, 5(2), 163-175. http://dx.doi.org/10.18033/ijla.3545
  • Şengül, K. (2018). Dil partnerliği (tandem) yönteminin Türkçe öğretmeni adaylarının kültürel zekâlarına etkisi: karma yöntemli bir yaklaşım. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1086-1103.
  • Tian, J. ve Wang, Y. (2010). Taking language learning outside the classroom: learners’ perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181-197. https://doi.org/10.1080/17501229.2010.513443
  • TDK (2005) Türkçe sözlük. TDK Yayınları.
  • Wang-Szilas, J. Berger, C. ve Zhang, F. (2013). E-tandem language learning ıntegrated in the curriculum: reflection from students’ perspectives. European Journal of Open, Distance and E-Learning, 18(2), 37-49.
  • Wolff, J. (1991) Ein kurzer Einblick in die Tandem-Geschichte. In: Tandem E.V. (ed.) Sprachen lernen im interkulturellen Austausch. Dokumentation der 2. Europäischen Tandem-Tage 1990. 7-8. Verlag für Interkulturelle Kommunikation.
  • Wu, V. ve Marek, M. (2008). Enhancing learner motivation to study English via videoconferencing with a native speaker. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (ss. 4481–4489). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). Seçkin Yayıncılık.
  • Yinchun, B. (2010). Narration and language acquisition in tandem situation, (file:///C:/Users/hatic/Downloads/Narration%20and%20language%20acquisition%20in%20Tandem%20situation%20(1).pdf. Erişim: 30/05/2023).
  • Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 16, 439-445.
There are 27 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Kübra Şengül 0000-0002-0307-9805

Hatice Oruç 0000-0003-4230-3459

Publication Date June 15, 2023
Submission Date June 1, 2023
Published in Issue Year 2023 Volume: 2 Issue: 2

Cite

APA Şengül, K., & Oruç, H. (2023). Yabancı Dil Olarak Türkçe Öğreniminde E-Tandemlerin Öğrenmeye Etkisi. Bezgek Yabancılara Türkçe Öğretimi Dergisi, 2(2), 99-112. https://doi.org/10.56987/bezgek.24
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