Kovid-19 Salgını Sonrası Yabancı Dil Olarak Türkçe Öğretiminde Çevrim İçi Modeller: Ankara Üniversitesi TÖMER Örneği
Uğur Okur, Mehmet GürlekKovid-19 salgınına kadar olan dönemde Türkçenin yabancı dil olarak öğretimiyle ilgili yapılan çalışmaların büyük bir çoğunluğu yüz yüze öğretim üzerinedir. Ancak Kovid-19’la başlayan pandemi sürecinde derslerin çevrim içi olarak yapılması zorunluluğu doğmuştur. Bu zorunluluktan kaynaklanan geçişin hızlı olmasından kaynaklı öğreticilerin çeşitli zorluklar yaşadıkları alanda çalışanlar tarafından sıkça dile getirilmekteydi. Çalışmamızın çıkış noktasını bu durum oluşturmuştur. Buradan hareketle Ankara Üniversitesi TÖMER’de yapılan çevrim içi öğretim modelini incelemek ve öğreticilerin bu model hakkındaki görüşlerini ortaya koymak amaçlanmıştır. Bu amaç doğrultusunda Ankara Üniversitesi TÖMER’in Kadıköy ve Taksim (şimdiki adıyla Beşiktaş) Şubelerindeki 24 öğreticiyle görüşülmüştür. Çalışmamızda nitel araştırma desenlerinden durum çalışması kullanılmıştır. Veriler 22 sorudan oluşan açık uçlu cevapların verilebileceği yarı yapılandırılmış görüşme formu aracılığıyla elde edilmiş olup içerik analizi yapılarak bulgulara ulaşılmıştır. Katılımcılar bugüne kadar aldıkları eğitimlerin kendilerini çevrim içi eğitime hazırlamadığını düşünmektedirler. Çevrim içi eğitimde yazma becerisi, geliştirilmesi en zor olan dil becerisidir. Öğreticiler yüz yüze sınıflarda kendilerini daha rahat hissettiklerini belirtmekle birlikte pandemi sonrasında çevrim içi derslerin devam etmesi durumunda çevrim içi olarak çalışmaya devam etmek istemektedirler. Katılımcıların cevaplarına bakıldığında çevrim içi derslerde kullanılmakta olan Yeni Hitit Seti’nin çevrim içi dersler için pek de uygun olmadığı yönünde görüş bildirdikleri görülmüştür. Katılımcılar genel olarak çevrim içi derslerde kullanılan Zoom adlı ara yüzden memnundurlar.
Online Models for Teaching Turkish as a Foreign Language Following the COVID-19 Pandemic: The Case of Ankara University TÖMER
Uğur Okur, Mehmet GürlekUntil the COVID-19 pandemic, the majority of studies on teaching Turkish as a foreign language focused on face-to-face teaching. During the COVID-19 pandemic, however, conducting lessons online became mandatory, and those working in the field frequently mentioned how instructors experienced various difficulties due to the rapid transition that arose from this requirement. This situation constitutes the starting point of this study. From this point of view, the study aims to examine the online teaching model at the Turkish and Foreign Languages Research and Application Center (TÖMER) of Ankara University and to reveal the instructors’ opinions about this model. For this purpose, the study the case study, a qualitative research design, to interview 24 instructors from the Kadıköy and Taksim (now Beşiktaş) branches of Ankara University TÖMER. The study obtained the data using a semi-structured interview form consisting of 22 questions with open-ended answers and arrived at the findings using content analysis. The participants are seen to think the training they have received so far to have not prepared them for online education, with writing being the most obvious difficult-to-develop skill. Although the instructors stated having felt more comfortable in face-to-face classes, they would like to continue working online should online courses continue after the pandemic. When looking at the participants’ answers, they are seen to have stated TÖMER’s Yeni Hitit Set that is used in online courses to not be very suitable for the online courses. In addition, the participants are generally satisfied using Zoom in the online courses.
This study aims to obtain instructors’ opinions about the process of online courses for teaching Turkish to foreigners using the Ankara University TÖMER model during the COVID-19 pandemic. In this context, the study has interviewed 24 instructors working at the Ankara University TÖMER’s Kadıköy and Taksim (now Beşiktaş) branches in Istanbul. The study uses the case study design, a qualitative research method. The data were obtained using a semi-structured interview form of 22 open-ended questions. Due to the pandemic, the study sent the interview forms to the participants by e-mail and WhatsApp and subjected the participants’ answers to content analysis in order to arrive at the findings. According to the study’s findings, the training the teachers had received throughout their education life was concluded to have not prepared them for online teaching, and the teachers wanted to receive further training to be given on this subject. The teachers stated having had difficulty developing writing skills for all levels of the online courses, in addition to conversation and verbal expressions at the A1 level and developing listening and speaking skills at the A2 level. No additional significant difficulties apart from writing can be said to have been experienced at the B1, B2 and C1 levels.
The teachers stated having felt more comfortable in face-to-face classes, with the most important reasons for this being ease of communication, ease of using gestures, facial expressions, body language, and eye contact. However, the teachers stated that they would like to continue working online should online courses continue after the epidemic. According to the teachers, the most important advantages of online courses involve the savings with regard to time, space, and transportation; the effective use of visual materials; and accessibility. Accessibility entails the aim of enabling learners to attend classes through the internet regardless of where they are and thus the ability to reach more students. According to the teachers, some of the disadvantages of online courses involve the difficulties in developing certain skills, the difficulty in communicating with learners, a lack of focus, the length of class hours, and technical problems.
The teachers stated having felt more comfortable in face-to-face classes, with the most important reasons for this being ease of communication, ease of using gestures, facial expressions, body language, and eye contact. However, the teachers stated that they would like to continue working online should online courses continue after the epidemic. According to the teachers, the most important advantages of online courses involve the savings with regard to time, space, and transportation; the effective use of visual materials; and accessibility. Accessibility entails the aim of enabling learners to attend classes through the internet regardless of where they are and thus the ability to reach more students. According to the teachers, some of the disadvantages of online courses involve the difficulties in developing certain skills, the difficulty in communicating with learners, a lack of focus, the length of class hours, and technical problems.
