Çocuklara Yabancı Dil Olarak Türkçe Öğretiminde Oyunlaştırma Tasarımı

Abstract

Language teaching, which has been handled with different approaches, methods and techniques for centuries, is one of the fields that continue to change and develop by adapting to today's world. At this point, gamification design brings a new perspective to teaching processes and offers a system that appeals to the learners of the age. In recent years, it is observed that the concept of gamification has replaced games in different areas of education and training. However, when the studies in the literature are examined, it is seen that there is no study on the concept of gamification in teaching Turkish as a foreign language to children. In the background of this deficiency, it is thought that both the lack of studies on teaching Turkish as a foreign language to children and the inability to explore the design of gamification in the relevant field have a share. It is seen that games are used in language teaching, teaching Turkish as a foreign language to children, teaching vocabulary, developing language skills, etc. and various studies have been conducted in this regard. Based on this, this study was prepared on teaching vocabulary to children learning Turkish as a foreign language with gamification. In this direction, first of all, the developmental characteristics of children, who are the target group, language learning and vocabulary learning processes were emphasized, and the place of gamification in terms of children and language teaching was examined. Then, the stages and functions of gamification design were explained. For this purpose, the D6 Model, developed by Werbach and Hunter (2012) and the most widely used model in the field, was chosen as the gamification design model. Then, the materials selected with certain criteria that can be used in teaching Turkish as a foreign language to children were examined in terms of the criteria in the D6 Model. In addition, the issue of which words to teach to children in teaching Turkish as a foreign language was emphasized. In this context, it was tried to determine the words in the studies selected with various criteria in order to create a vocabulary framework at A1 level for children between the ages of 7-10 learning Turkish as a foreign language. A qualitative method was followed in all stages of this research and the data obtained from the documents examined were analyzed descriptively. Finally, this thesis aims to design gamification for teaching Turkish as a foreign language vocabulary to children. For the gamification design, Werbach and Hunter's (2012) D6 Model was taken as a basis and the Gamification Pyramid, which constitutes the D6 Model, was included in detail and all stages of the design were presented to the use of instructors and material developers. It is thought that this inventory will contribute to improving the quality of teaching Turkish as a foreign language to children.