To browse Academia. Digital Turkish Teaching as a Foreign Language, Teaching Digital Turkish as A Foreign Ohio Casino Control Commission Voluntary Exclusion Program Columbus Book Description With the onset of integration of the web technologies into our lives, a global transformation process has been triggered and traditional approaches have tended to evolve into digital organisms as a past aspect of the millennium line. The one-way information transfer process, which was activated with the Web 1. The developments in machine learning, deep learning and natural language processing algorithms, on the other hand, were crowned with the Web 4. As far as the relevant perspective is concerned, it is possible to say that today's modernization standards are shaped within the framework of technology. While the parameters of the 'new generation world' are built on the digital plane, the 'new generation of people' generations develop specifically in the skills of this plane. With the post-Covid 19 period, the acceleration in which information was digitally structured gained speed and the technology-based pedagogical paradigms began to be emphasized. It is possible to say that some radical changes transpired in the perception of traditional classroom atmospheres with the reflection of these paradigms on the learning environments. While digital education applications have rapidly been developing in the direction of becoming the dominant element of pedagogy, beyond being an alternative to the face-to-face education method, the interaction process between teacher and students demonstrates a transformation in patterning through the lens of online-centered instructional designs. The field of language education has also been impacted by the relevant integration and it transpires that the new generation language skills have been evolving around the digital competencies. Therefore, the phenomenon of teaching Turkish as a foreign language is conceptualized within the framework of digital Turkish teaching as a foreign language; in other words, it tends to be described with the illustrative language descriptors focused on the technology-based skills. The relevant importance paved the way for the formation of this study, and the book titled Teaching Digital Turkish as a Foreign Language emerged with the motivation to meet a need brought by the technological adaptation. Based on this particular context, the purpose of the study is to raise digital awareness about foreign language teaching to be implemented with the web tools in viartual environments. The Theoretical Framework on Digital Learning and Foreign Language Competencies Chapters is the introductory text of the book and is composed of eight chapters consisting of theoretical contents regarding digitalization in education and digital language teaching. The digital application tools introduced within the scope of the study were based on the concrete application examples and activities in accordance with the theme of each section content. Therefore, it was specifically emphasized to highlight the various features of the same digital tools introduced within the framework of the study, for their different functions in different chapter texts, through rich examples. The basic principle here was to offer a broad perspective on the use of digital technology tools in foreign language teaching to the researchers, instructors and instructor Ohio Casino Control Commission Voluntary Exclusion Program Columbus who would benefit from the study. In an attempt to present the section contents in the study within a certain composition and consistency, it was aimed to generate unity between the sections by creating hyperlinks through footnotes regarding the different functions and detailed explanations of the same digital tools in different sections. The content of each chapter in the book Teaching Digital Turkish as a Foreign Language was generated with the principle of being designed to contribute to the relevant literature by consulting the views of the field experts. It was basically aimed to introduce the theoretical and notional frameworks given in the chapter contents on a basis based on scientific infrastructure supported by the different studies in the relevant literature. The activity examples generated during the presentation of digital tools were taken as a criterion to be compatible with the CEFR and to be at a level that instructors and instructor candidates could easily apply in their educational environments by creating realistic learning atmospheres through the authentic contexts. Çıkar çatışması: Yazarların beyan edecekleri herhangi bir çıkar çatışması bulunmamaktadır. Bu çalışmada Fransızcada yaygın olarak kullanılan; ama aynı zamanda da Fransızcayı yabancı dil olarak öğrenenlerin cümle kurarken güçlük çektikleri sözcük türlerinden olan bağlaçlara dikkat çekilecektir. Fransızcada basit ve birleşik cümle yapıları vurgulanacak; sebep ve sonuç bildiren bağlaçların sözdizimsel olarak kullanım Ohio Casino Control Commission Voluntary Exclusion Program Columbus tartışılacaktır. Çalışmanın çerçevesi Fransızcanın yabancı dil olarak öğretildiği Version Originale B2 ve Génération B2 kitaplarıyla çizilmiştir. Belirtilen kitaplarda sebep ve sonuç bildiren bağlaçlar arasından hangilerinin ne sıklıkla kullanıldıkları sorgulanmıştır. Bu şekilde aynı dil düzeyindeki öğrenciler için farklı yayınevleri tarafından yaklaşık olarak birbirlerine yakın bir zaman dilimi içinde yayınlanmış olan kitaplar kendi aralarında hem kullanılan sebep-sonuç bildiren farklı bağlaç türleri hem de belirtilen bağlaçların kullanım sıklıkları açısından karşılaştırılacak ve sonuçta birtakım öneriler getirilecektir. Çalışmanın amacı Fransızcada sebep ve sonuç bildiren bağlaçların kullanımı hakkında bir temel oluşturmak, incelenen kitaplarda kullanıldıkları bağlamları, cümle içerisindeki konumlarını ve dil becerilerinden hangisini kazandırmak için verildiklerini betimsel ve karşılaştırmalı bir yöntemle incelemektir. Söz konusu çalışmada Fransızca öğretim kitaplarından yararlanılacağından ve çeşitli dilbilgisel çözümlemelere yer verileceğinden, çalışmanın Fransızcanın yabancı dil olarak öğretimi FLE alanına katkıda bulunacağı düşünülmektedir. Cukurova University Faculty of Education Journal, This qualitative study aims at providing an in-depth account of teaching vocabulary to young English as a foreign language EFL learners with visual impairments. The present study investigates how foreign language teachers teach English vocabulary to the visually impaired VI young learners, what challenges they face and whether they can cope with these challenges in this particular process. The participants are two EFL teachers working at an elementary and a middle school for blind and visually impaired students in Adana, Turkey. Semi-structured interviews have been utilized to collect data. Content analysis results revealed that both teachers most frequently utilized auditory teaching techniques, used L1 and computer assisted teaching techniques while teaching vocabulary to VI young learners. Semi-structured in-depth interviews also provided insights into the challenges faced while teaching vocabulary to VI young learners. Data showed that the orthography, material shortage, time constraints, and dependency of students on other people to study were the main difficulties experienced by both teachers. With the historical transitions that have continued until the existence of the human beings, the relationship and the information exchange between people have increased. This increase has not merely been among the borders of the people of the same nation and culture; but the concepts such as nations and interculturality have been the current issues.
Developing an Atitude Scale towards Young People
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