Abstract

It was aimed in this study to determine the Turkish teacher candidates’ views on the “Mass Communication and Turkish” course in the context of social media use. A case study method was used in the study. Semi-structured interview forms for students were used in the process of gathering data. Certain data obtained as a result of interviews were interpreted through descriptive analyses within the scope of scientific research methods. The study was conducted at a university in the Eastern Black Sea region of Turkey on 20 teacher candidates studying in the Department of Turkish Education. As a data collection instrument, interview forms were used to obtain the teacher candidates’ views on the relationship between mass communication and language, their habits of using mass media, the influence of mass media on language and on the teacher candidates, language problems in the context of the use of social media, the basic factors causing these problems and their suggestions for the solution of the problems within the scope of “Mass Communication and Turkish” course. The data obtained through the interview forms were recorded within the participant’s knowledge, and then transcribed by using the content analysis method. It was ensured that the data were complete, intact, and reliable. They were confirmed by the participants. Then, the voice recordings were destroyed based on ethical principles. Based on the data obtained from the interview forms, a content analysis was carried out to make explanations and do evaluations. As a result of the study, the teacher candidates saw the Mass Communication and Turkish course as a useful and necessary course for themselves. According to the teacher candidates, mass communication was important, and it was important to use the mass communication tools correctly and effectively in terms of language. Mass communication tools were not used in a conscious and sensitive way, especially in the context of social media. There were problems especially in the use of Turkish. A unity could not be established in language. A national consciousness could not be achieved. The “Mass Communication and Turkish” course expanded the horizons of the Turkish teacher candidates and made them more conscious in the use of language. After taking this course, they were clearly more familiar with the concept of mass communication. They learned the functions of mass media better. Again, according to the teacher candidates, they understood the importance of using Turkish correctly in mass communication in the context of social media. In the context of social media, the “Mass Communication and Turkish” course was found to fulfill important functions in the communication skills of Turkish teacher candidates in gaining the habit of using Turkish correctly and effectively. As a result of this study, it was found that this course provided an important contribution with a national consciousness to the reading, writing, listening and speaking of language/Turkish, which is the most basic tool for mass communication today that we call the information age. In this sense, as a result of the study, solutions were proposed for problems related to Turkish education and teaching in the context of mass communication.

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