Research Article
BibTex RIS Cite

Use of L1 in Language Teaching: Does the Practicum Experience Change EFL Student Teachers' Views?

Year 2023, Volume: 52 Issue: 3, 834 - 849, 31.12.2023

Serhat Kocaman Rana Yıldırım

https://doi.org/10.14812/cuefd.1268484

Abstract

The use of the mother tongue in language teaching is a long-standing debate that cannot be resolved. While some advocate for the use of the mother tongue (L1), others believe that the use of the mother tongue impedes and adversely impacts foreign language learning. The present study aims to determine whether practicum experience has an impact on ELT student teachers' opinions about the use of the mother tongue in language teaching. This study employed a mixed-methods approach with a questionnaire conducted with 52 student teachers and interviews conducted with 9 participants. The findings of the study indicated that while participants' favorable opinions about L1 use had more than doubled, their unfavorable opinions fell by a factor of three. This occurrence demonstrates unequivocally that ELT student teachers' opinions about the use of L1 changed positively during their practicum experience. This study also seeks to investigate the factors that influence student teachers' opinions about the use of L1 during their practicum experience. The real classroom environment and experience, students' short attention spans, classroom management issues in schools such as crowded classrooms, seating arrangement, and short lesson time, the pressure of the parents and administration as well as students' English proficiency level and interest, are the factors that influence student teachers' opinions about the use of L1. These findings highlighted that student teachers must be trained that using one's mother tongue is not a sin or an ineffective technique, but it conversely may be a valuable instructional instrument for language teaching if it is employed appropriately and efficiently.

Keywords

Mother Tongue English Language Teaching Student Teachers Practicum L1

References

  • Afzal, S. (2013). Using of the first language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Sciences, 4(7), 1846–1854.
  • Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9–32. https://doi.org/10.2307/3586949
  • Bateman, B. E. (2008). Student teachers' attitudes and beliefs about using the target language in the classroom. Foreign Language Annals, 41(1), 11–28. https://doi.org/10.1111/j.1944-9720.2008.tb03277.x
  • Bilgin, S. S. (2016). Code switching in English language teaching (ELT) teaching practice in Turkey: Student teacher practices, beliefs and identity. Educational Research and Reviews, 11(8), 686–702.
  • Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education. https://doi.org/10.5897/ERR2016.2802
  • Cook, V. (2001). Using the First Language in the Classroom. The Canadian Modern Language Review, 57(3), 402–423. https://doi.org/10.3138/cmlr.57.3.402
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
  • Creswell, J.W. (2013) Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). SAGE Publications, Inc.
  • Çelik Korkmaz, Ş. (2021). ELT prospective teachers' beliefs about target language use in EFL classrooms. Anadolu Journal of Educational Sciences International, 684–703. https://doi.org/10.18039/ajesi.874181
  • Çelik, S. (2008). Opening the door: An examination of mother tongue use in foreign language classrooms. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 75–85.
  • De la Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742–759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Elmetwally, E. E. (2012). Students’ and teachers’ attitudes towards the use of learners’ mother tongue in English language classrooms in UAE public high schools [Unpublished doctoral dissertation]. The British University in Dubai.
  • Flores, I. R. P., & Balmeo, M. C. S. (2021). Code switching in instruction: Pre-service teachers’ lived experiences. International Journal of Multidisciplinary: Applied Business and Education Research, 2(6), 598–612. https://doi.org/10.11594/ijmaber.02.07.08
  • Grim, F. (2010). L1 in the L2 Classroom at the secondary and college levels: A comparison of functions and use by teachers. Electronic Journal of Foreign Language Teaching, 7(2), 193–209.
  • Hitotuzi, N. (2006). The learner´s mother tongue in the L2 learning-teaching symbiosis. Profile Issues in Teachers Professional Development, 7, 160–172.
  • Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224
  • Kilavuz, Y. (2014). Student and teacher attitudes towards the use of the mother tongue in English language classes [Unpublished master's thesis]. Çağ University.
  • Korkut, P., & Şener, S. (2018). Teacher trainees’ use of mother tongue in EFL classes: A case study. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(1), 118–127.
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.
  • Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford University Press.
  • Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford University Press.
  • Lo, Y. Y., & Lin, A. M. Y. (2019). Curriculum genres and task structure as frameworks to analyse teachers' use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 78–90. https://doi.org/10.1080/13670050.2018.1509940
  • Macaro, E. (2001). Analysing student teachers' codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548. https://doi.org/10.1111/0026-7902.00124
  • Mahmutoğlu, H., & Kıcır, Z. (2013). The use of mother tongue in EFL classrooms. Lefke Avrupa Üniversitesi, Sosyal Bilimler Dergisi, 4(1), 49–71.
  • Mattioli, G. (2004, October). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum, 42(4), 20–25.
  • McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward "English only." System, 39(2), 251–263. https://doi.org/10.1016/j.system.2011.04.011
  • Miles, M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Sage Publications.
  • Orland-Barak, L., & Yinon, H. (2005). Different but similar: Student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum, 18(1), 91–113. https://doi.org/10.1080/07908310508668735
  • Pan, Y. C., & Pan, Y. C. (2010). The use of L1 in the foreign language classroom. Colombian Applied Linguistics Journal, 12(2), 87–96. https://doi.org/10.14483/22487085.85
  • Raman, Y., & Yigitoglu, N. (2015). Friend or foe?: English as the medium of instruction policy versus code switching practices. The International Journal of Research in Teacher Education, 6(3), 1–23.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
  • Alban Rodríguez, B. (2011). Suggestopedia: Use and review of the technique and steps to be applied in an EFL classroom [Unpublished master’s thesis]. University of Cuenca.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Sage Publications.
  • Schweers W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6–9.
  • Schweers, W. Jr. (2003). Using L1 in the L2 classroom. English Teaching Forum, 41(4), 34–7.
  • Shabir, M. (2017). Student-teachers' beliefs on the use of L1 in EFL classroom: A global perspective. English Language Teaching, 10(4), 45. https://doi.org/10.5539/elt.v10n4p45
  • Stevick, E. W. (1980). Teaching languages: A way and ways. Heinle & Heinle Pub.
  • Sulistiyo, U., Haryanto, E., & Wulan, W. (2016). EFL pre-service teachers' perception of language use for medium of instruction in English classroom. Ninth International Conference on Applied Linguistics, 9, 318–321.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36–43.
  • Taşçı, S., & Aksu Ataç, B. (2020). L1 use in L2 teaching: The amount, functions, and perception towards the use of L1 in Turkish primary school context. International Online Journal of Education and Teaching (IOJET), 7(2), 655–667.
  • Timor, T. (2012). Use of mother tongue in teaching a foreign language. Language Education in Asia, 3(1), 7–17. https://doi.org/10.5746/LEiA/12/V3/I1/A02/Timor
  • Tonio, J., & Ella, J. (2019). Pre-service Teachers' Attitudes towards the Use of Mother Tongue as Medium of Instruction. Asian EFL, 21(2.3), 231–253.
  • Tunçay, B. (2014). Teachers' attitudes towards and practices of L1 use in EFL classroom [Unpublished master's thesis]. Bilkent University.
  • Turhanli, I. (2018). The use of Turkish as the mother tongue in EFL (English as a foreign language) classrooms [Unpublished master's thesis]. Çanakkale Onsekiz Mart University.
  • Yıldırım, R., & Mersinligil, G. (2000). Use of mother tongue in ELT classes: When and why? Çukurova University Social Sciences Institute e-Journal, 6(6), 131–142.
  • Yildiz, M., & Yesilyurt, S. (2017). Use or avoid? The perceptions of prospective English teachers in Turkey about L1 use in English classes. English Language Teaching, 10(1), 84–96. https://doi.org/10.5539/elt.v10n1p84

Dil Öğretiminde Anadil Kullanımı: Öğretmenlik Uygulaması Deneyimi Yabancı Dil olarak İngilizce Öğretecek Öğretmen Adaylarının Görüşlerini Değiştirir mi?

Year 2023, Volume: 52 Issue: 3, 834 - 849, 31.12.2023

Serhat Kocaman Rana Yıldırım

https://doi.org/10.14812/cuefd.1268484

Abstract

Yabancı dil öğretiminde anadil kullanımı uzun zamandır tartışılan ve kesin bir cevabı bulunamayan bir konudur. Bazı uzmanlar anadil kullanımını savunurken bazıları da anadil kullanımının yabancı dil öğrenimini engellediğini ve kötü etkilediğini savunmaktadırlar. Bu çalışma son sınıf İngilizce Öğretmenliği adaylarının yabancı dil öğretiminde anadil kullanımı hakkındaki düşüncelerinin öğretmenlik uygulaması boyunca değişikliğe uğrayıp uğramadığını bulmayı amaçlamaktadır. Bu çalışmada 52 öğretmen adayı ile yapılan anket ve 9 katılımcı ile yapılan mülakatlarla karma yöntem yaklaşımı kullanılmıştır. Çalışmanın bulguları, katılımcıların Anadil kullanımına ilişkin olumlu tutumlarının iki kattan fazla artarken, olumsuz tutumlarının ise üç kat düştüğünü göstermiştir. Bu bulgular, öğretmen adaylarının anadil kullanımına ilişkin tutumlarının öğretmenlik uygulaması sırasında olumlu yönde değiştiğini açık bir şekilde göstermektedir. Ayrıca, bu çalışma öğretmen adaylarının Öğretmenlik Uygulama deneyimi boyunca anadil kullanımına yönelik inanç ve tutumlarının etkileyen faktörleri de araştırmayı amaçlamıştır. Kalabalık sınıflar, öğrencilerin oturma düzeni, kısa ders saatleri gibi sınıf yönetimine dair konular, okul idareleri ve velilerden gelen baskılar, gerçek sınıf ortamı ve deneyimi, öğrencilerin kısa dikkat sürelerinin yanı sıra öğrencilerin seviye ve ilgi düzeylerinin, öğretmen adaylarının anadile yönelik inanç ve tutumlarını değiştiren faktörler olduğu ortaya çıkmıştır. Bu bulgular, aday öğretmenlerin anadillerini kullanmanın bir suç ya da etkisiz bir teknik olmadığı konusunda eğitilmeleri gerektiğini, aksine uygun ve verimli bir şekilde kullanılması halinde dil öğretimi için önemli bir öğretim aracı olabileceğini vurgulamıştır.

Keywords

Anadil İngiliz Dili Eğitimi İngilizce Öğretmen Adayları Öğretmenlik Uygulaması İlk Dil

References

  • Afzal, S. (2013). Using of the first language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Sciences, 4(7), 1846–1854.
  • Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9–32. https://doi.org/10.2307/3586949
  • Bateman, B. E. (2008). Student teachers' attitudes and beliefs about using the target language in the classroom. Foreign Language Annals, 41(1), 11–28. https://doi.org/10.1111/j.1944-9720.2008.tb03277.x
  • Bilgin, S. S. (2016). Code switching in English language teaching (ELT) teaching practice in Turkey: Student teacher practices, beliefs and identity. Educational Research and Reviews, 11(8), 686–702.
  • Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education. https://doi.org/10.5897/ERR2016.2802
  • Cook, V. (2001). Using the First Language in the Classroom. The Canadian Modern Language Review, 57(3), 402–423. https://doi.org/10.3138/cmlr.57.3.402
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
  • Creswell, J.W. (2013) Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). SAGE Publications, Inc.
  • Çelik Korkmaz, Ş. (2021). ELT prospective teachers' beliefs about target language use in EFL classrooms. Anadolu Journal of Educational Sciences International, 684–703. https://doi.org/10.18039/ajesi.874181
  • Çelik, S. (2008). Opening the door: An examination of mother tongue use in foreign language classrooms. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 75–85.
  • De la Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742–759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Elmetwally, E. E. (2012). Students’ and teachers’ attitudes towards the use of learners’ mother tongue in English language classrooms in UAE public high schools [Unpublished doctoral dissertation]. The British University in Dubai.
  • Flores, I. R. P., & Balmeo, M. C. S. (2021). Code switching in instruction: Pre-service teachers’ lived experiences. International Journal of Multidisciplinary: Applied Business and Education Research, 2(6), 598–612. https://doi.org/10.11594/ijmaber.02.07.08
  • Grim, F. (2010). L1 in the L2 Classroom at the secondary and college levels: A comparison of functions and use by teachers. Electronic Journal of Foreign Language Teaching, 7(2), 193–209.
  • Hitotuzi, N. (2006). The learner´s mother tongue in the L2 learning-teaching symbiosis. Profile Issues in Teachers Professional Development, 7, 160–172.
  • Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224
  • Kilavuz, Y. (2014). Student and teacher attitudes towards the use of the mother tongue in English language classes [Unpublished master's thesis]. Çağ University.
  • Korkut, P., & Şener, S. (2018). Teacher trainees’ use of mother tongue in EFL classes: A case study. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(1), 118–127.
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.
  • Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford University Press.
  • Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford University Press.
  • Lo, Y. Y., & Lin, A. M. Y. (2019). Curriculum genres and task structure as frameworks to analyse teachers' use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 78–90. https://doi.org/10.1080/13670050.2018.1509940
  • Macaro, E. (2001). Analysing student teachers' codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548. https://doi.org/10.1111/0026-7902.00124
  • Mahmutoğlu, H., & Kıcır, Z. (2013). The use of mother tongue in EFL classrooms. Lefke Avrupa Üniversitesi, Sosyal Bilimler Dergisi, 4(1), 49–71.
  • Mattioli, G. (2004, October). On native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English Teaching Forum, 42(4), 20–25.
  • McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward "English only." System, 39(2), 251–263. https://doi.org/10.1016/j.system.2011.04.011
  • Miles, M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Sage Publications.
  • Orland-Barak, L., & Yinon, H. (2005). Different but similar: Student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum, 18(1), 91–113. https://doi.org/10.1080/07908310508668735
  • Pan, Y. C., & Pan, Y. C. (2010). The use of L1 in the foreign language classroom. Colombian Applied Linguistics Journal, 12(2), 87–96. https://doi.org/10.14483/22487085.85
  • Raman, Y., & Yigitoglu, N. (2015). Friend or foe?: English as the medium of instruction policy versus code switching practices. The International Journal of Research in Teacher Education, 6(3), 1–23.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
  • Alban Rodríguez, B. (2011). Suggestopedia: Use and review of the technique and steps to be applied in an EFL classroom [Unpublished master’s thesis]. University of Cuenca.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Sage Publications.
  • Schweers W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6–9.
  • Schweers, W. Jr. (2003). Using L1 in the L2 classroom. English Teaching Forum, 41(4), 34–7.
  • Shabir, M. (2017). Student-teachers' beliefs on the use of L1 in EFL classroom: A global perspective. English Language Teaching, 10(4), 45. https://doi.org/10.5539/elt.v10n4p45
  • Stevick, E. W. (1980). Teaching languages: A way and ways. Heinle & Heinle Pub.
  • Sulistiyo, U., Haryanto, E., & Wulan, W. (2016). EFL pre-service teachers' perception of language use for medium of instruction in English classroom. Ninth International Conference on Applied Linguistics, 9, 318–321.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36–43.
  • Taşçı, S., & Aksu Ataç, B. (2020). L1 use in L2 teaching: The amount, functions, and perception towards the use of L1 in Turkish primary school context. International Online Journal of Education and Teaching (IOJET), 7(2), 655–667.
  • Timor, T. (2012). Use of mother tongue in teaching a foreign language. Language Education in Asia, 3(1), 7–17. https://doi.org/10.5746/LEiA/12/V3/I1/A02/Timor
  • Tonio, J., & Ella, J. (2019). Pre-service Teachers' Attitudes towards the Use of Mother Tongue as Medium of Instruction. Asian EFL, 21(2.3), 231–253.
  • Tunçay, B. (2014). Teachers' attitudes towards and practices of L1 use in EFL classroom [Unpublished master's thesis]. Bilkent University.
  • Turhanli, I. (2018). The use of Turkish as the mother tongue in EFL (English as a foreign language) classrooms [Unpublished master's thesis]. Çanakkale Onsekiz Mart University.
  • Yıldırım, R., & Mersinligil, G. (2000). Use of mother tongue in ELT classes: When and why? Çukurova University Social Sciences Institute e-Journal, 6(6), 131–142.
  • Yildiz, M., & Yesilyurt, S. (2017). Use or avoid? The perceptions of prospective English teachers in Turkey about L1 use in English classes. English Language Teaching, 10(1), 84–96. https://doi.org/10.5539/elt.v10n1p84
There are 48 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

Serhat Kocaman 0000-0001-6211-1070

Rana Yıldırım 0000-0002-9959-6769

Publication Date December 31, 2023
Submission Date July 17, 2023
Published in Issue Year 2023 Volume: 52 Issue: 3

Cite

APA Kocaman, S., & Yıldırım, R. (2023). Use of L1 in Language Teaching: Does the Practicum Experience Change EFL Student Teachers’ Views?. Cukurova University Faculty of Education Journal, 52(3), 834-849. https://doi.org/10.14812/cuefd.1268484
 Download Cover Image

Copyright © 2011

Cukurova University Faculty of Education

All rights reserved