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Çevrimiçi Yabancılara Türkçe Öğretimi Etkileşiminde Gülmecenin İşlevi

Year 2025, Volume: 11 Issue: 1, 31 - 55, 30.04.2025

Hatice Sumruk , Mustafa Durmuş , Ufuk Balaman

Abstract

Bu çalışma, gülmecenin çevrimiçi Yabancı dil olarak Türkçe sınıflarında pedagojik bir araç olarak kullanımını incelemektedir. Çokkipli konuşma çözümlemesi yöntemiyle gerçekleştirilen bu çalışma, 2021-2022 akademik yılında, B2 düzeyinde öğrenicilerin katılımını sağlama, sürdürme ve geliştirme süreçlerinde kullanılan etkileşimsel stratejilere odaklanılmaktadır. Araştırma, gülmece etkileşimlerini öğretici ve öğrenicilerin, birbirlerine yönelimde bulundukları dilsel, bedensel ve çevrimiçi kaynakların kullanımıyla, karşılıklı yapılandırdıklarını tespit etmiştir. Bulgular gülmece ile öğrenicilerden yanıtların elde edilebildiğini, bu yanıtların şekillendirilebildiğini ve bu yanıtların dersin akışını destekleyerek etkin bir şekilde yapılandırılabildiğini göstermektedir. Öğreniciler bu bağlamın tanıdığı fırsatlardan faydalanarak ileri düzeyde dil yapılarına maruz kalmış, yaratıcı dil üretimleri sergilemiş ve çevrimiçi ortamın sağladığı özellikleri değerlendirebilmişlerdir. Bu çerçevede araştırma, öğreticilerin gülmeceyi bir bağ kurma aracı olarak kullanmasının ders ortamındaki etkileşimleri artırdığını ortaya koymuştur. Bu doğrultuda araştırma, gülmecenin çevrimiçi eş zamanlı dil sınıfı bağlamında işlevselliğine ilişkin kapsamlı çözümlemeler sunarak çevrimiçi dil öğretimi ve öğretici yetiştirme üzerine yabancı dil olarak Türkçenin öğretimi çalışmalarına katkı sağlamayı hedeflemektedir.

Keywords

gülmece çevrimiçi öğretim dil öğretimi çokkipli konuşma çözümlemesi öğretici yetiştirme

Ethical Statement

Hacettepe Üniversitesi Senatosu Etik Komisyonu, Tarih: 27 Aralık 2022, Sayı: E-26674787-000-00002582278

Supporting Institution

TÜBİTAK BİDEB 2214-a Yurt Dışı Doktora Sırası Araştırma bursu kapsamında gerçekleştirilmiştir..

Thanks

TÜBİTAK BİDEB'e sağladığı destek için teşekkür ederiz.

References

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The Functions of Humor in Online Teaching Turkish as a Foreign Language Classroom

Year 2025, Volume: 11 Issue: 1, 31 - 55, 30.04.2025

Hatice Sumruk , Mustafa Durmuş , Ufuk Balaman

Abstract

This study examines humor as a multifunctional pedagogical tool in online Turkish as a Foreign Language (TFL) classrooms. It explores the nature of humorously marked interactions from a multimodal conversation analysis perspective, offering an in-depth understanding of how instructors use strategies to promote, maintain, and enhance student participation in online synchronous TFL courses. The data is based on B2-level learners a state university’s Turkish Teaching Center during the 2021-2022 academic year. The findings reveal that humorous exchanges are collaboratively created and recognized by both instructors and learners, who employ verbal, non-verbal, and screen-based resources. These enable humorous interactions to be established and maintained, eliciting, shaping, and enhancing student responses while learning opportunities are maximized and students are exposed to complex linguistic structures. This study has significant implications for online language teaching and teacher education, emphasizing the necessity of rigorous interaction analyses in TFL studies and providing recommendations for future research in distinctive contexts.

Keywords

humor online teaching language teaching multimodal conversation analysis teacher training

References

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  • Akkaya, A. (2013). Yabancılara Türkçe öğretimi kapsamında fıkralar: Nasreddin Hoca fıkraları. Milli Folklor Dergisi, 12(100), 171–181.
  • Arminen, I., Licoppe, C., & Spagnolli, A. (2016). Respecifying mediated interaction. Research on Language and Social Interaction, 49(4), 290–309. https://doi.org/10.1080/08351813.2016.1234614
  • Atar, C. (2017). Konuşma çözümlemesi ve uygulamalı dil bilim. Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 17–25. Attardo, S. (Ed.). (2017). The Routledge handbook of language and humor. Taylor & Francis.
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  • Badem-Korkmaz, F., & Balaman, U. (2024). Eliciting student participation in video-mediated EFL classroom interactions: Focus on teacher response-pursuit practices. Computer Assisted Language Learning, 37(7), 1881–1903. https://doi.org/10.1080/09588221.2022.2127772
  • Bakan, H. (2021). Türkçenin yabancı dil olarak öğretiminde gülmece içeren imgesel anlamlı dil öğeleri (Yayımlanmamış doktora tezi). Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Balaman, U. (2021). The interactional organization of video‐mediated collaborative writing: Focus on repair practices. TESOL Quarterly, 55(3), 979–993. https://doi.org/10.1002/tesq.3034
  • Banas, J. A., Dunbar, N., Rodriguez, D., & Liu, S. J. (2011). A review of humor in educational settings: Four decades of research. Communication Education, 60(1), 115–144. https://doi.org/10.1080/03634523.2010.496867
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  • Bell, N., & Pomerantz, A. (2016). Humor in the classroom. Routledge.
  • Bolliger, D. U. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61–67.
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  • Bölükbaş, F., Yılmaz, M. Y. & Keskin, F. (2020). Yeni İstanbul uluslararası öğrenciler için Türkçe ders kitabı B2. İstanbul: Kültür Sanat Basımevi.
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  • Brône, G., Feyaerts, K., & Veale, T. (Eds.). (2015). Cognitive linguistics and humor research. Walter de Gruyter GmbH & Co KG.
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There are 83 citations in total.

Details

Primary Language Turkish
Subjects Applied Linguistics and Educational Linguistics, Linguistics (Other), Turkish Education
Journal Section Research Articles
Authors

Hatice Sumruk 0000-0003-0478-2049

Mustafa Durmuş 0000-0002-5337-3113

Ufuk Balaman 0000-0001-5092-9414

Early Pub Date April 30, 2025
Publication Date April 30, 2025
Submission Date December 29, 2024
Acceptance Date February 4, 2025
Published in Issue Year 2025 Volume: 11 Issue: 1

Cite

APA Sumruk, H., Durmuş, M., & Balaman, U. (2025). Çevrimiçi Yabancılara Türkçe Öğretimi Etkileşiminde Gülmecenin İşlevi. Dil Eğitimi Ve Araştırmaları Dergisi, 11(1), 31-55.
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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

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