Влияние модели ротации онлайн-станций на навыки аудирования студентов при обучении турецкому языку как иностранному
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Ключевые слова:
обучение иностранным языкам, обучение турецкому языку, модель ротации станций, онлайн-станция, аудирования.Аннотация
Смешанное обучение, возникшее как сочетание очного и онлайн-обучения в начале XXI века, теперь рассматривается как переходный этап между очным обучением и дистанционным обучением. В ходе исследования оценивались задания, связанные с навыками аудирования, для онлайн-адаптации модели ротации станций — одной из моделей смешанного обучения, реализованной с участием 15 студентов уровня А2, изучающих турецкий язык как иностранный в Центре турецкого языка Университета Гази. На онлайн-станции студентам были предложены шесть тем, связанных с навыками аудирования, и в рамках этих тем выполнялись такие задания, как «верно/неверно», «множественный выбор» и «заполнение пропусков». В исследовании использовался смешанный метод, при котором качественные данные были количественно оценены с использованием коэффициентного анализа. Данные, полученные в результате деятельности на онлайн-станции, были проанализированы с помощью программы качественного исследования MAXQDA 20. В результате было установлено, что большинство студентов дали лучшие ответы на задания «верно/неверно» и «множественный выбор» по сравнению с заданиями на «заполнение пропусков», и что студенты в значительной степени поняли основную информацию прослушанных текстов, но иногда не могли полностью понять текст. В результате было установлено, что студентам необходимо больше практики для улучшения навыков аудирования.
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