Autonomous Sensory Meridian Response as a Second Learning Area in Teaching Turkish as a Foreign Language (ASMR)

Yıl 2024, Sayı: 61, 121 - 148, 15.05.2024

Emrah Boylu , Mete Yusuf Ustabulut , Savaş Keskin

https://doi.org/10.9779/pauefd.1352289

Öz

The study aims to discuss whether ASMR culture, a growing trend on YouTube, is appropriate for use as a formal computer-assisted language learning application environment in teaching Turkish as a foreign language. The data supply of the study was collected through in-depth IMterview with 13 expert teachers who teach Turkish as a foreign language in Turkey in the context of the principles of the Interpretative Phenomenological Analysis method, and the obtained data were analyzed within the framework of descriptive, structural principles. According to the findings, reasons such as ‘actor’s identity,’ ‘methodological deficiencies,’ ‘carelessness,’ ‘amateurism,’ ‘pronunciation mistakes,’ ‘purposelessness,’ and ‘risks of specific culture’ in the videos trigger indecision. However, there is also a positive consensus. The consensus is that transforming amateur language instruction videos created in the ASMR culture into professional and well-prepared content will create a new CALL application environment that will significantly improve Turkish language teaching processes.

Anahtar Kelimeler

Whispered Teaching,, Computer-Assisted Language Learning, Autonomous Sensory Meridian Response, Turkish as a Foreign Language

Yabancı Dil Olarak Türkçe Öğretiminde İkinci Bir Öğrenme Alanı Olarak Otonom Duyusal Meridyen Tepkisi (ODMT)

Öz

Çalışmada amaç, son dönemlerde YouTube’da yükselen bir fenomen olan Otonom Duyusal Meridyen Tepkisi (ODMT) kültüründeki dil öğretimine ilişkin içeriklerin, uzman öğreticilerin fenomenolojik yapısal değerlendirmeleri çerçevesinde yabancı dil olarak Türkçe öğretiminde formal bir Bilgisayar Destekli Dil Eğitimi (BDDE) uygulama ortamı olarak kullanıma uygunluğunu tartışmaktır. Çalışmanın veri tedariği yorumlayıcı fenomenolojik analiz metodunun esasları bağlamında Türkiye’de yabancı dil olarak Türkçe öğreten 13 uzman öğretici ile derinlemesine anlık mesajlaşmalı görüşme yapılması yoluyla toplanmış ve elde edilen veriler yapısal betimleme ilkeleri çerçevesinde analiz edilmiştir. ODMT ’ye ilişkin sistemik yapı yaklaşımını anlamak için belirlenen beş kategori ve alt kategorilere ilişkin bireysel ve ortak kanaatler, nitel olarak yapılandırılmış; olumsuz ve olumsal kanaatlerin gerekçeleri üzerinden sürecin anlamlandırma sistemi tespit edilmiştir. Bireysel kanaatlerin ortak görünümlerini kavramayı hedefleyen çalışmada elde edilen bulgular, deneyimlenen videolardaki aktörün kimliği, yöntemsel eksiklikler, özensizlik, amatörlük, sesletim hataları, amaçsızlık ve spesifik kültürün riskleri gibi gerekçelerin kararsızlığı tetikleyen gerekçeler olmalarına karşın genel bir olumsal ortak kanaatin varlığına işaret etmiştir. Ortak kanaat, ODMT kültüründe üretilen amatör dil öğretimi videolarının profesyonel ve iyi hazırlanmış içerikler biçiminde kurgulanmasının yabancı dil olarak Türkçe öğretim süreçlerine niteliksel katkı sağlayacak ikinci bir Bilgisayar Destekli Dil Eğitimi (BDDE) uygulama ortamı olacağı yönündedir.

Anahtar Kelimeler

fısıltı öğrenme, bilgisayar destekli dil öğretimi, otonom duyusal meridyen tepkisi, yabancı dil olarak Türkçe öğretimi

Kaynakça

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