YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE PODCAST KULLANIMI.

Introduction The necessity of learning a foreign language is absolutely a fact. In a globalized world, people need to learn more than one foreign language in order to communicate with different cultures. With the development of technology, mobile devices have become widespread and are used in language learning. A podcast is a digital recording distributed through the internet. Most podcasts are audio (İspir, 2013: 29). Podcasts provide learners with samples of real language and authentic materials. They can be used as extra materials. The podcast technology is strongly connected to constructivist approaches to learning, where in an individual constructs knowledge through active exploration, observation, processing and interpretation (Rossel, 2007, as cited in Hasan & Hoon, 2013: 129). Research studies on podcasts in language learning have identified its potential in developing learners’ language skills (O’Bryan & Hegelheimer, 2007). Thus, the use of podcasts in language learning is inevitable. Podcasts can accelerate language learners’ learning not just in listening but also in other language areas, such as pronunciation, vocabulary, grammar, speaking and related learning activities (Chan, W. M., Chi, S. W., & Lin, C. Y., 2011). Podcasting provides a platform both for self- learners and slower learners. Kaplan-Leiserson (2005) points out that podcasting can provide another medium for material review and can assist students in developing their language skills. With the development of mobile learning, podcasting become widespread recently. The podcast is one of the most common tools of mobile learning, which is rarely used in Turkey. Background of the Study Listening and speaking are used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write (Rivers, 1981; Weaver, 1972; Güneş, 2013: 81; Özbay, 2010: 48). Although listening is very important, it is the most neglected language skill in language learning. Listening is assumed, as it develops instinctively. Listening skills are neglected both in mother tongue and foreign language teaching and limited activities are applied in the classroom. Especially in traditional classrooms, listening activities are limited and neglected. In order to develop language learning comprehension, great attention should be paid to developing listening skills with the help of technology. The use of technology among youth is widespread so mobile learning, especially podcasts should be used in language learning and teaching. The use of podcast in Turkish as a foreign language will definitely help the development of learning. Since podcasts appeal to both audio and visual senses, they help develop language learning and make it concrete. The main purpose of language learning is to develop the main language skills and communicate well. The first skill developed is listening, so it has to be developed with podcasts. There is limited material to develop listening skills in teaching Turkish as a foreign language and there is limited research in this area. Since the development of technology, technological devices have been widely used in education. The term mobile learning term came up and mobile learning applications have been developed. The podcast is one of these applications. The aim of the study Improving of economics, tourism and politics, have made Turkey a place of special interest and various studies have been developed on teaching Turkish as a foreign language. However, there are few studies conducted on the effectiveness of the teaching. This study presents samples of podcasts, which have been developed to teach listening according to the criteria developed by the Common European Framework of Reference on teaching Turkish as a foreign language. Six theme-based podcasts have been developed with the educational goals for A-1 and A-2 levels. These podcasts are entitled “personal identification”, “house, home, and environment”, “daily life”, “free time and entertainment”, “relationships with other people”, and “travel”. Procedure In this study, the podcast activities were developed and the goals, attainment, duration, methods and materials are defined in each theme based activity. Activity 1,“personal identification”, is designed to develop listening and speaking skills. The introduction dialogue is designed to teach introduction phrases used in the Turkish language. Activity 2, “house, home and environment”, is designed to develop listening skills. The goal of this activity is cultural transmission. Some Turkish cultural terms and words are taught such as “aunt, hala (father’s sister), aunt, teyze (mother’s sister), uncle, amca (father’s brother), brother in law, enişte (sister’s husband)”. Activity 3, “daily life”, is designed to develop both listening and reading skills. Students will develop their vocabulary on routines. Activity 4, “free time and entertainment”, is designed to develop listening and reading skills and to teach vocabulary. Activity 5, “relationships with other people”, is designed to develop listening skills. The roles of occupations in Turkish society is emphasized. Activity 6, “travel”, is designed to develop listening skillS and to teach common announcements at the train station, airport, and bus station.Conclusion The main purpose of teaching Turkish as a foreign language is to develop four language skills in order to facilitate the ability to communicate with the target culture. In foreign language teaching, great importance is placed upon reading, speaking and writing, but much less emphasis is placed upon listening. Listening skills are assumed to develop instinctively. The development of technology has allowed people to establish easy communication and easy access to knowledge sources. Thus, we have an opportunity to develop teaching materials for teaching Turkish as a foreign language. Poddcasts are powerful and efficient technological devices, to be used in developing language skills, especially listening skills. In this study, podcast activities were developed, and it is posited that podcasts should be integrated in teaching Turkish as a foreign language. To conclude, it can be stated that; 1. The activities developed in this study can be used both in the Turkish language classroom and outside the classroom. 2. Some podcasts are supported by visual materials: By using visual materials, listening can be made concrete and language learning permanent. 3. Podcasts can develop students’ language skills in general, and listening skills in particular, as well as pronunciation, vocabulary, grammar and speaking. 4. Podcasts are also used in vocabulary learning. Foreign language learning depends on the development of vocabulary. 5. Podcasts help Turkish language learners learn language in real, meaningful and authentic situations. Most of the podcasts are considered real and authentic. 6. Podcasts can be used as additional material, when used with the textbooks, to develop students’ Turkish language proficiency. 7. It is sometimes difficult to motivate students outside the classroom, but the use of podcasts can help alleviate this issue. Podcasts have the potential to create both intrinsic and extrinsic motivation among students (O-Bryan and Hegelheimer 2007).