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Outline

Digital Turkish Teaching as a Foreign Language

2023, Digital Turkish Teaching as a Foreign Language

https://doi.org/10.59537/SAUPRESS.2345

Abstract

Teaching Digital Turkish as A Foreign Language (Book Description) With the onset of integration of the web technologies into our lives, a global transformation process has been triggered and traditional approaches have tended to evolve into digital organisms as a past aspect of the millennium line. The one-way information transfer process, which was activated with the Web 1.0 era, took root on the basis of content sharing and 'collaboration' with the Web 2.0, and was characterized in a 'smart' and 'individualized' form with the Web 3.0, and eventually ended up searching for an artificial intelligence-oriented direction. The developments in machine learning, deep learning and natural language processing algorithms, on the other hand, were crowned with the Web 4.0 technology, and the artificial intelligence-based virtual reality atmospheres became the center of attention as the new phenomenon of digital. As far as the relevant perspective is concerned, it is possible to say that today's modernization standards are shaped within the framework of technology. While the parameters of the 'new generation world' are built on the digital plane, the 'new generation of people' generations develop specifically in the skills of this plane. With the post-Covid 19 period, the acceleration in which information was digitally structured gained speed and the technology-based pedagogical paradigms began to be emphasized. It is possible to say that some radical changes transpired in the perception of traditional classroom atmospheres with the reflection of these paradigms on the learning environments. While digital education applications have rapidly been developing in the direction of becoming the dominant element of pedagogy, beyond being an alternative to the face-to-face education method, the interaction process between teacher and students demonstrates a transformation in patterning through the lens of online-centered instructional designs. The field of language education has also been impacted by the relevant integration and it transpires that the new generation language skills have been evolving around the digital competencies. Therefore, the phenomenon of teaching Turkish as a foreign language is conceptualized within the framework of digital Turkish teaching as a foreign language; in other words, it tends to be described with the illustrative language descriptors focused on the technology-based skills. The relevant importance paved the way for the formation of this study, and the book titled Teaching Digital Turkish as a Foreign Language emerged with the motivation to meet a need brought by the technological adaptation. Based on this particular context, the purpose of the study is to raise digital awareness about foreign language teaching to be implemented with the web tools in viartual environments. The book ‘Teaching Digital Turkish as a Foreign Language’ consists of 22 chapters built on the basis of six subheadings: 'Theoretical Framework for Digital Learning and Foreign Language Teaching', 'Web-Based Application Tools for Digital Skills Areas, 'Web-Based Application Tools for Configuring a Digital Learning Environment', 'Web-Based Application Tools for Digital Teaching Materials' 'Web-Based Application Tools for Digital Testing and Assessment Activities' and 'Innovative Applications for Digital Teaching Approaches'. The Theoretical Framework on Digital Learning and Foreign Language Competencies (Chapters 1-8) is the introductory text of the book and is composed of eight chapters consisting of theoretical contents regarding digitalization in education and digital language teaching. The digital application tools introduced within the scope of the study were based on the concrete application examples and activities in accordance with the theme of each section content. Therefore, it was specifically emphasized to highlight the various features of the same digital tools introduced within the framework of the study, for their different functions in different chapter texts, through rich examples. The basic principle here was to offer a broad perspective on the use of digital technology tools in foreign language teaching to the researchers, instructors and instructor candidates who would benefit from the study. In an attempt to present the section contents in the study within a certain composition and consistency, it was aimed to generate unity between the sections by creating hyperlinks through footnotes regarding the different functions and detailed explanations of the same digital tools in different sections. The content of each chapter in the book Teaching Digital Turkish as a Foreign Language was generated with the principle of being designed to contribute to the relevant literature by consulting the views of the field experts. It was basically aimed to introduce the theoretical and notional frameworks given in the chapter contents on a basis based on scientific infrastructure supported by the different studies in the relevant literature. The activity examples generated during the presentation of digital tools were taken as a criterion to be compatible with the CEFR and to be at a level that instructors and instructor candidates could easily apply in their educational environments by creating realistic learning atmospheres through the authentic contexts.

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