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Kelime öğretimi yabancı dil öğretim sürecinin omurgasını oluşturmaktadır. Geleneksel sınıflarda üzerinde durulan öğretimin sözel-dilsel, matematiksel-mantıksal zekâlar dikkate alınarak planlanması anlayışı diğer zekâlara sahip olan öğrenciler için bir eşitsizlik meydana getirmektedir. Farklı zekâlara sahip bireylerin aynı biçimde kelime öğreneceği düşüncesi gerçekten uzak ve öğrencinin üzerinde baskı oluşturan bir düşüncedir. Her öğrencinin kendi zekâ türüne hitap eden, ilgi alanıyla örtüşen, kendilerine has öğrenme yöntemlerinin kullanılarak öğretime dahil edilmeleri sürecin kolaylaştırılmasını sağlamaktadır. Farklı zekâlara yönelik çalışmalar beyni daha çok aktif kılacağından bilginin kavranmasını ve kalıcılığını gerçekleştirecektir. Ayrıca öğrencilerdeki baskın zekâ türlerinin farkında olan ve bu zekâ türlerinin özelliklerine hâkim olan öğretmenlerin öğrencilerini daha iyi tanımaları mümkün olmakla birlikte seslenecekleri zihin yapısını tanımak, o doğrultuda çalışmalarına olanak sağlamaktadır. Nitekim öğretmenlerin zengin alan bilgisi, derste kullanılan araç gereçlerin çeşitliliği kimi zaman hedeflenen öğrenmenin gerçekleşmesine yetmeyebilir. Bu çalışmada kelime öğretimine ve zekâ anlayışına değinilerek Gardner’ın çoklu zekâ kuramı üzerinde durulmuş; sözel-dilsel, mantıksal-matematiksel, görsel-mekânsal, bedensel-kinestetik, ritmik-müziksel, sosyal, içsel ve doğasal zekâ türleri açıklanmıştır. Arapça kelime öğretiminde kullanılmak üzere çoklu zekâya hitap eden etkinlik örneklerine yer verilmiştir. Bu etkinliklerle geleneksel zekâ anlayışından sıyrılarak, öğrencinin zihni ve bedeniyle aktif olmasını sağlayan Arapça kelime öğretim anlayışının uygulanabilirliği gösterilmek istenmiş, Arapça derslerine olumlu bir bakış açısı getirmesi ve öğrencilerin var olan potansiyellerinin açığa çıkarılması hedeflenmiştir.
Word teaching forms the spine of the foreign language teaching process. The understanding of the planning of teaching focused on traditional classes, taking into account the verbal-language, mathematical-rational intelligences, creates an inequality for students who have other intelligences. The idea that individuals with different intelligences will learn words in the same way is really far away and a thought that makes pressure on the student. Each student is able to make it easier to participate in the teaching by using their own learning methods, which address their own type of intelligence, which covers their interests. Studies on different intelligences will make the brain more active and will realize the understanding and durability of knowledge. It is also possible for teachers who are aware of the dominant types of intelligence in the students and who dominate the characteristics of these types of intelligence to better understand the students while recognizing the mental structure they will speak, to work in that direction. In fact, the rich field knowledge of teachers, the diversity of the tools used in the classroom may not be sufficient to realize sometimes targeted learning. In this study, he focused on the word teaching and understanding of intelligence, Gardner’s multi-intelligence theory, which describes the species of verbal-language, logical-matematical, visual-mekanical, physical-kinesthetic, rhythmic-musical, social, internal and natural intelligence. Examples of activities referring to multiple intelligence for use in the Arabic word teaching are included. The aim of these activities is to demonstrate the applicability of the Arabic word teaching understanding that allows the student to be active with the mind and body by separating from the traditional intelligence understanding, bringing a positive view of the Arabic lessons and revealing the students’ existing potential.
Vocabulary teaching is the backbone of the foreign language teaching process. The understanding of planning the teaching, which is emphasized in traditional classrooms, by considering verbal-linguistic, mathematical-logical intelligence creates an inequality for students with other intelligences. The idea that individuals with different intelligences will learn words in the same way is an ivory tower and puts pressure on the student. The inclusion of each student in teaching by using their own learning methods that address their own intelligence type, match their interests, and facilitate the process. Since studies for different intelligences will make the brain more active, it will realize the comprehension and permanence of knowledge. In addition, it is possible for teachers who are aware of the dominant intelligence types in students and who have mastered the characteristics of these intelligence types to get to know their students better, but knowing the audience they will communicate with allows them to work in that direction. As a matter of fact, the rich content knowledge of the teachers and the diversity of the tools used in the lesson may not be enough for the realization of the targeted learning. In this study, Gardner's theory of multiple intelligences was emphasized by referring to vocabulary teaching and understanding of intelligence; verbal-linguistic, logical-mathematical, visual-spatial, physical-kinesthetic, rhythmic-musical, social, internal and natural intelligence types are explained. Examples of activities that appeal to multiple intelligences are included to be used in teaching Arabic vocabulary. With these activities, it was aimed to show the possibility of teaching Arabic vocabulary, which allows the student to be active with his mind and body, by getting rid of the traditional understanding of intelligence, and it was aimed to develop a positive perspective on the Arabic lesson and to reveal their existing potentials.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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