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Bu çalışmanın amacı; bağlantıcı öğrenme yaklaşımı öğrenen becerileri ile dizi film izlemeyle yabancı dil olarak Türkçe öğrenme (dizi film izlemeyle öğrenme) modeli öğrenen becerileri arasındaki benzerlik ve farklılıkları yorumlayarak yabancı dil olarak Türkçe öğretim sürecine katkı sunmaktır. Bu çalışma nitel araştırma yöntemine göre yapılmış, betimsel temelli bir çalışmadır. Veriler doküman incelemesi yoluyla elde edilmiş ve yorumlama yöntemiyle çözümlenmiştir. Kavramsal çerçevede; davranışçı, bilişsel ve yapılandırmacı öğrenme yaklaşımları dışında, yeni bir öğrenme yaklaşımı olarak bağlantıcı öğrenme yaklaşımı, teknolojik farklılaşma ve bunun öğrenme sürecinde işe koşulmasını, öğrenme, yabancı dil öğrenme, dizi film izlemeyle öğrenme modeli gibi kavramlar yer almıştır. Kavramsal çerçevede ve çalışma amacına uygun sorular üzerinden elde edilen bulgulara göre yorumlara dayanan sonuçlar elde edilmiştir. Bu sonuçlardan ilki dizi film izlemeyle öğrenme yaklaşımının bir öğrenme modeli olduğudur. İkincisi ise dizi film izlemeyle öğrenme modelinin altı başlıkta derlenen ilke ve öğrenen özelliklerinin ortaya konulmuş olmasıdır. Üçüncüsü ise dizi film izlemeyle öğrenme modelinin, bağlantıcı öğrenen özellikleriyle birbirine önemli oranda benzerliğidir. Çalışmanın sonunda teknolojinin diğer sistemler gibi eğitim sisteminde de önemli farklılaşmalar ortaya çıkardığı, bunun eğitim sistemini ve diller alanının bir alt unsuru olan yabancı dil öğretimini de etkilediği yorumlanmıştır. Alan yazınında hem bu konularda hem de güncel olan bağlantıcılık, dizi film izlemeyle yabancı dil öğrenme modeli ve doğal -edinim temelli- öğrenme gibi yabancı dil olarak Türkçe öğretimi başlıklarını konu eden çalışmaların da yok denilecek düzeyde olduğu görülmektedir. Bu nedenlerle bu tür konuları ele alan yeni akademik çalışmaların yapılması önerilmiştir.
The aim of this study is to contribute to the teaching process of the Turkish language as a foreign language by interpreting the similarities and differences between the skills of the one who learns the connective learning approach and the one who learns the Turkish language as a foreign language by watching a series of films. This study is a study based on the method of research. The data was obtained through the document review and interpreted by the method of interpretation. In the conceptual framework; in addition to behavioral, cognitive and structural learning approaches, a new learning approach has included concepts such as connective learning approach, technological differentiation and its employing in the learning process, learning, foreign language learning, learning model by watching a series of films. In the conceptual framework and the findings obtained through questions in accordance with the purpose of the study, the results based on the comments have been obtained. The first of these results is that the learning approach by watching a movie is a learning model. The second is that the learning model by watching a series of films has revealed the principles and characteristics of learning compiled in six titles. The third is a significant similarity of the learning model by watching a series of films with the characteristics of connecting learning. The study ended with the fact that technology also revealed significant differences in the educational system, like other systems, and that it also affected the educational system and the teaching of foreign languages, which is a sub-element of the language field. In the field of writing, both in these topics and the current connectivity, the study of a foreign language learning model with a series of movies and the study of the topics of Turkish teaching as a foreign language, such as natural -based - learning, is also at the level to be said to be extinguished. For this reason, new academic studies on such topics are recommended.
The purpose of this study is to contribute to the teaching Turkish as a foreign language process by interpreting the similarities and differences between the connectionist learning approach learner skills and the learning Turkish as a foreign language with watching TV series model learner skills. This study is a descriptive study based on qualitative research method. The data was obtained though document analysis and was analysed by the method of interpretation. In the conceptual framework; apart from behavioural, cognitive and constructivist learning approaches, there are topics such as connectionist learning approach as a new learning approach, technological differentiation and its employment in the learning process, learning, foreign language learning, learning Turkish as a foreign language with watching TV series model. The following results were obtained with questions suitable for the purposes of this study: Principles and learner characteristics of Learning Turkish as a foreign language with watching TV series model are compiled under six titles. The learning Turkish as a foreign language with watching TV series model learner characteristics and the connectivist learner characteristics are significantly similar. At the end of the study, it has been interpreted that technology like other systems creates significant differences in the education system and this affects the education system and foreign language teaching, which is a sub-element of the field of languages. It has been proposed to carry out new academic studies under the topics like connectivism, learning foreign language with watching TV series and natural – acquisition based – learning and learning Turkish as a foreign language.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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