Kelime Öğretiminde Etkileşimli Bulmacalar: Tasarımcı Olarak Öğretmen ve Öğrenciler

Günlük yaşamımızda birçok kimse kare bulmacalar ve diğer kelime bulmacalarından hoşlanmaktadırlar ve bu bulmacalar kitaplarda ve çeşitli eğitim materyallerinde kullanılmaktadır. Dil öğretiminde ve öğrenmede, kağıt-kalem bulmacaları ve etkileşimli bulmacalar yazım kurallarını öğrenme, kelime anlamını içselleştirme, eş anlamlı kelimeleri farketme ve kelime eşdizimliliğini öğretme vb. konularda kelime öğretimine renk katmak için kullanılmaktadır. Web 2.0 teknolojilerinin ortaya çıkması; bulmacaların hazırlanması ve kullanımında, kullanıcı dostluğu, esneklik ve paylaşma imkanı gibi yeni boyutlar kazandırmış ve hem öğretmenlerin hem de öğrencilerin bu bulmacalara kolay erişimini sağlamıştır. Ancak bazı yabancı dil öğretmenleri etkileşimli bulmacaları hazırlamaya ve Web 2.0 araçları ile hazırlanan bu bulmacaların kelime öğretiminde kullanımına aşina değildirler. Bu nedenle bu çalışma Web 2.0 araçları ve diğer yazılımlar ile oluşturulan etkileşimli bulmacaları ve bu bulmacaların kelime öğretiminde nasıl kullanılacağı üzerinde durmaktadır. Bu amaçla bu çalışma kelime öğretiminde bulmaca kullanımını Web 2.0 çerçevesinde ayrıntılı olarak ele almaktadır. Araştırmacılar etkileşimli bulmacaları hazırlamanın bir uzmanlık işi olduğuna dair yanlış kanıyı ortadan kaldırmak için Web 2.0 araçlarını ve diğer eğitimsel yazılımları içeren basit tasarım işlemlerini betimlemektedirler. Ayrıca materyal tasarımcılarının, öğretmenlerin ve öğrencilerin kelime öğretiminde bulmacaların gücünden faydalanabilmeleri için bazı pratik önerilerde bulunmaktadırlar.

Crosswords and other word puzzles are commonly enjoyed by a great majority of people in our daily lives, and they are also used in books and other instructional materials. In language teaching and learning, paper-based and interactive puzzles have been used to add flavour to vocabulary acquisition processes in terms of teaching spelling rules, internalising lexical meaning, recognising synonyms and word collocations and so on. The introduction of Web 2.0 technologies has added further dimensions to their preparation and use, such as user-friendliness, flexibility and ability to share, making them easier to access for both instructors and teachers. However, some foreign language teachers may not be familiar with how to prepare interactive puzzles and how to utilize puzzles that are produced using Web 2.0 tools in vocabulary instruction. Therefore, this study aims to give an overview of interactive puzzles generated using Web 2.0 tools and other software and how to utilize them in vocabulary acquisition. To this end, this paper elaborates on the use of puzzles in vocabulary acquisition within the framework of emerging Web 2.0 technologies. The researchers describe simple design procedures involving Web 2.0 tools and other educational software to do away with the misconception that it is the job of an expert to build up interactive puzzles. Moreover, they also make some practical recommendations to materials designers, teachers and learners to help them harness the power of puzzles in vocabulary instruction

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