Nasıl ki kültür bilgisi dil öğrenmenin bir parçası ise, günümüzsınıflarında teknolojinin kullanımı da hızla yabancı dil derslerininvazgeçilmez bir parçası haline gelmektedir. Bu ifadeden yola çıkarak buçalışma derslerde destek materyal olarak kullanılan akıllı tahtalarınhazırlık sınıflarında kültürlerarası öğrenme süreçlerine ilişkin etkileriniortaya koymak amacı ile yapılmıştır. Bu bağlamda, hem ders verenöğretim elemanlarının kültürlerarası öğrenmeye yönelik görüşlerini tespitetmek, hem de kullanılan öğretim materyalinin ve akıllı tahtanınkültürlerarası öğrenme etkinliklerindeki etkisini saptamak amacıyla açıkuçlu sorular kullanılmıştır. Araştırma yöntemi olarak nitel araştırmayöntemi seçilmiş ve anket soruları hazırlık sınıflarında ders veren öğretimelemanlarına yöneltilmiştir. Anket sürecinde toplanan ses kayıtlarınındökümleri içerik olarak konuya uyan başlıklar altında sınıflandırılmış vebağlama cevap veren, konuya ilişkin en açık cevapları içeren bazı anatemalar belirlenmiştir. Değerlendirme sonucunda temel olarak yabancı dilöğretiminde akıllı tahta kullanımının öğretim elemanları açısındankültürlerarası konuların aktarımında motive edici ve hızlı bir yardımcıolarak görüldüğü tespit edilmiştir. Ayrıca bu tarz destek materyallerininkullanımının yaygınlaşmasının teşvik edilmesi öğretim elemanlarıncaönerilmektedir. Fakat tüm bu sonuçlara rağmen, yine de ders esnasındaakıllı tahta kullanımının etkili bir şekilde yapılıp yapılmadığı konusundaöğretim elemanlarının çekinceleri dile getirilmiştir.Anahtar Sözcükler: Kültürlerarası Öğrenme, Alman Dili veEdebiyatında Yabancı Dil Olarak Almanca, Akıllı Tahta ve Dil, ÖğretimMateryali, Dil Öğrenimi ve Kültür. INTERCULTURAL LEARNING BY USING WHITE BOARD AS AN ADDITIONAL MATERIALAbstract: Just as cultural knowledge is a part of language learning, so hasthe use of technology rapidly become an indispensable part of foreignlanguage teaching in today’s lessons. Respectively, this study aims toreveal the impact of the use of Smart Boards as a supplementary materialon the intercultural learning process in preparatory classes. Therefore,firstly with the aim of bringing out teachers’ attitudes towardsintercultural learning and secondly, revealing the influence of the use ofteaching materials and Smart Boards on intercultural learning activities,open ended questions were used. As a research method a qualitativeprocess was implemented and the survey questions were used to interviewthe teachers teaching preparatory classes. In the survey process, thegathered transcripts of the recorded interviews were contentedlyorganized under headings related to the topic and some main themes thatinclude the most precise answers were determined. After the evaluationprocess, teachers’ statements revealed that in foreign language teachingthe use of Smart Boards is motivating in terms of teaching interculturalknowledge and that it is a fast facilitator. Additionally, the teacherssuggested that the use of such kind of supplementary materials should beencouraged to become more prevalent. Despite all of the results, theteachers expressed their reservations about whether the Smart Boards areused in an effective way or not in the lessons.Keywords: Intercultural Learning, German as a Foreign Language inGerman Philology, Smart Board and Language, Teaching Material,Language Teaching and Culture.

One of the pioneer writers of the absurd theatre stream, Eugène Ionesco, describes the meaninglessness of existence and the failure of mankind in realizing himself by means of a grotesque and symbolic depiction. Eugène Ionesco exhibits the gradual capture of mankind by totalitarian regimes, which gained power prior to the Second World War, in his famous play Rhinoceroses, which is an important mile stone in his literary life. The writer questions the meaning of life and subconsciousness in his play, which he wrote in a surrealistic approach. He emphasizes the fact that people, who lived under a totalitarian regime, began to form a herd by being unable to resist continuous political pressure anymore and tragic consequences of the fact that they delivered their free will over to others. The play seems to be like a scream against barbarism that humanity had suffered from during the Nazi regime. Becoming a rhinoceros, which is perceived as an irrational image, is based upon the loss of identity of the transforming majority due to the willingness to resemble one another and to oppress other people by becoming a stronger entity. Ionesco demonstrates the situation, in which mankind is caught in between, by means of his play, which yielded a tremendous echo in its context. He criticizes the fact that society endorsed a gregarious identity and everything that turned into a hegemonical power. He focuses on hopelessness, loneliness, desperateness, fear and disappointment of mankind, who is anxious about adapting oneself to time with respect to life. Eugène Ionesco makes use of irony and satire of the lack of resistance in France to violence whilst being under German occupation, in his play through which he confronts people with their basic problems. The author, who opposes all kinds of fanaticism and despotism, underlines the importance for mankind to determine their destiny by exerting their own free will, without surrender to any authority. He states that people, who revolt against oppression and violence, should never give up on their unconditional love and honour. By means of a text-based methodology, we try, in this study, to analyse the denial of principles of a society that turns into a crowd full of rhinoceroses as a result of metamorphosis