YABANCI DİL ÖĞRETİM ELEMANLARININ YABANCI DİL SINIFLARINDA ANA DİL KULLANIMINA DAİR TUTUMLARI: BİNGÖL ÜNİVERSİTESİTESİNDE BİR ÖRNEK OLAY İNCELEMESİ
Abstract
Yabancı/ikinci dil sınıflarında ana dilin kullanımı, İngiliz Dili Öğretiminde dil eğitimcileri arasında uzun süredir sorgulanan bir konu olmuştur. Doğal Yöntem olarak da adlandırılan ve İşitsel–Dilsel Yöntemi takip eden Düzvarım Yönteminin altın çağında yabancı dil sınıfında ana dil kullanımı dil eğitimcileri tarafından şiddetle reddedilmiştir. Bu iki yöntem, yabancı dil sınıflarında ana dil kullanımına izin veren ve kolaylaştıran Dilbilgisi – Çeviri Yöntemine bir itiraz olarak ortaya çıkmıştır. Yine de, yabancı dil sınıflarında ana dil kullanımının memnuniyetle karşılanıp karşılanmayacağı veya bundan kaçınılması gerektiği hala cevaplanması gereken bir soru olarak kalmaktadır. Bu çalışmaya İngilizce eğitim veren 10 yabancı dil öğretim elemanı katılmıştır. Gerekli veriler anket yoluyla toplanmış ve SPSS 20 istatistik programı kullanılarak analiz edilmiştir. Katılımcıların ana dil kullanımına karşı tutumlarını daha derinlemesine anlamak ve nicel verileri desteklemek amacıyla üç katılımcıyla yarı yapılandırılmış görüşme gerçekleştirilmiştir.
Bu çalışma, Bingöl Üniversitesi'nde hem hazırlık sınıflarında hem de İngiliz Dili ve Edebiyatı bölümünde ders veren yabancı dil öğretim elemanlarının sınıflarda ana dil kullanımına ilişkin tutumlarını anlamak amacıyla gerçekleştirilmiştir. Elde edilen bulgular ana dilin çoğunlukla İngilizce dil bilgisi ve kelime öğretimi için kullanıldığını göstermiştir. Çalışma aynı zamanda ana dil kullanımının; karşılıklı iletişim güçlüklerini ortadan kaldırma, açık ve anlaşılır talimatlar verme, öğrencilerle sağlıklı ilişkiler kurma, kaygıyı azaltma, mizahı derslere entegre etme, öğrencileri azarlama ve takdir etme gibi çok fazla katkı sağlayan rollere sahip olduğunu ortaya çıkarmıştır.
Ethical Statement
Yapılan bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir.
Thanks
Çalışmalarınızda kolaylıklar diler, teşekkür ederim.
References
- Antón, M., & Dicamilla, F. J. (1999). Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom. The Modern Language Journal, 83(2), 233–247. https://doi.org/10.1111/0026-7902.00018
- Atkinson, D. (1987). The mother tongue in the classroom: A neglected source? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
- Auerbach, E. 1993. Reexamining English only in the ESL classroom. TESOL Quarterly. 27(1). https://doi.org/10.2307/3586949
- Campa, J. C. D. L., & 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
- Channa, L. A., Gilhooly, D., Lynn, C. A., Manan, S. A., & Soomro, N. H. (2017). Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky. Journal of Language and Cultural Education, 5(2), 25–39.
- Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402
- Copland, F., & Neokleous, G. (2010). L1 to teach L2: complexities and contradictions. ELT Journal, 65(3), 270–280. https://doi.org/10.1093/elt/ccq047
- Dörnyei, Z., & Kormos, J. (1998). Problem-Solving Mechanisms In L2 Communication. Studies in Second Language Acquisition, 20(3), 349–385. https://doi.org/10.1017/S0272263198003039
- Harbord, J. 1991. The use of mother tongue in the classroom. ELT Journal. 46 (4). https://doi.org/10.1093/elt/46.4.350
- Hennink, M. M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage. Howatt, A. 1984. A history of English language teaching. Oxford: Oxford University Press.
- Jacobson, R. (1990). Allocating two languages as a key feature of a bilingual methodology. In Jacobson & Faltis (eds.), 3–17.
- Kafes, H. (2011). A neglected resource or an overvalued illusion: L1 use in the foreign language classroom. International Journal on New Trends in Education and their Implications, 2(2), 128–139.
- Kayaoğlu, M. N. (2012). The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and Perspective. Pamukkale University Journal of Education, 32, 25–35.
- Karimian, Z., & Mohammadi, S. (2015). Teacher's use of first language in EFL classrooms. Journal of Applied Linguistics and Language Research, 2(3), 61–71.
- Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.). Theories in second language acquisition: An introduction (pp. 201 - 224). Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Lightbown, P. M., & Spada, N. (1999). How languages are learned (2nd Ed.). New York: Oxford University Press.
- Mahmoudi, L., & Amirkhiz, S. (2011). The Use of Persian in the EFL Classroom–The Case of English Teaching and Learning at Pre-university Level in Iran. English Language Teaching, 4(1), 135. http://doi.org/10.5539/elt.v4n1p135
- Mee-ling, L. (1996). Using the L1 Sensibly in English Language Classrooms. Journal of Primary Education. 6 (1/2), 91-99.
- Medgyes, P. (2001). “When the Teacher Is a Non-Native Speaker”. In M. Celce-Murica (Ed.), Teaching English as a Second or Foreign Language (pp. 429-443). Boston: Heinle & Heinle.
- Mitchell, R., & Myles, F. (1998). Second language learning theories. New York: Oxford University Press.
- Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5(2).
- Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. New York: Pearson Education.
- Nunan, D. 1991. Language Teaching Methodology: a Textbook for Teachers. Englewood Cliffs: Prentice Hall.
- Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratorystudy in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65(2), 249-273. https://doi.org/10.3138/cmlr.65.2.249
- Sali, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42, 308–318. https://doi.org/10.1016/j.system.2013.12.021
- Schweers, C. W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum 37.2, 6–13.
- Sharma, B. K. (2006). Mother Tongue Use in English Classroom. Journal of NELTA, 11(1), 80-87.
- Storch, N., & Wigglesworth, G. (2003). Is There a Role for the Use of the L1 in an L2 Setting? TESOL Quarterly, 37(4), 760-770. https://doi.org/10.2307/3588224
- Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum,40 (1), 36-43.
- Von Dietze, A., & Von Dietze, H. (2007). Approaches to using L1 in the EFL classroom. The Language Teacher, 31(8), 7–10.
- Yavuz, F. (2012). The Attitudes of English Teachers about the Use of L1 in the Teaching of L2. Procedia – Social and Behavioural Sciences, 46, 4339–4344. https://doi.org/10.1016/j.sbspro.2012.06.251
Abstract
Language experts, educators, and scholars have long debated using first language (L1) in foreign/second language (L2) classrooms. During the heydays of the Direct Method, also called the Natural Method, which was sequenced by the Audio-lingual method, language scholars and educators strongly rejected L1 use in L2 classrooms. These two methods were an objection to the Grammar Translation Method that allows and facilitates L1 use in L2 classrooms. However, whether L1 use should be welcomed or refrained in L2 classrooms remains an open question. Ten English as a foreign language (EFL) instructors participated in the research. The required data was gathered using a questionnaire, and SPSS 20 was used for analysis. Three of the participants were interviewed in a semi-structured manner to gain a deeper understanding of their perspectives and to strengthen the quantitative data. This study was carried out to understand EFL instructors’ perceptions of using L1 in L2 classrooms who teach both in preparatory classes and at the English language and literature department at Bingöl University, Türkiye. The analyses and interpretations of the data showed that L1 is mostly used for teaching L2 grammar and vocabulary. The study also showed that there are too many contributing factors of L1 use, such as building mutual intelligibility (comprehension), giving clear instructions, setting up a good rapport with students, reducing anxiety, integrating humour into L2 classes, and reprimanding and appraising students.
References
- Antón, M., & Dicamilla, F. J. (1999). Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom. The Modern Language Journal, 83(2), 233–247. https://doi.org/10.1111/0026-7902.00018
- Atkinson, D. (1987). The mother tongue in the classroom: A neglected source? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
- Auerbach, E. 1993. Reexamining English only in the ESL classroom. TESOL Quarterly. 27(1). https://doi.org/10.2307/3586949
- Campa, J. C. D. L., & 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
- Channa, L. A., Gilhooly, D., Lynn, C. A., Manan, S. A., & Soomro, N. H. (2017). Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky. Journal of Language and Cultural Education, 5(2), 25–39.
- Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402
- Copland, F., & Neokleous, G. (2010). L1 to teach L2: complexities and contradictions. ELT Journal, 65(3), 270–280. https://doi.org/10.1093/elt/ccq047
- Dörnyei, Z., & Kormos, J. (1998). Problem-Solving Mechanisms In L2 Communication. Studies in Second Language Acquisition, 20(3), 349–385. https://doi.org/10.1017/S0272263198003039
- Harbord, J. 1991. The use of mother tongue in the classroom. ELT Journal. 46 (4). https://doi.org/10.1093/elt/46.4.350
- Hennink, M. M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage. Howatt, A. 1984. A history of English language teaching. Oxford: Oxford University Press.
- Jacobson, R. (1990). Allocating two languages as a key feature of a bilingual methodology. In Jacobson & Faltis (eds.), 3–17.
- Kafes, H. (2011). A neglected resource or an overvalued illusion: L1 use in the foreign language classroom. International Journal on New Trends in Education and their Implications, 2(2), 128–139.
- Kayaoğlu, M. N. (2012). The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and Perspective. Pamukkale University Journal of Education, 32, 25–35.
- Karimian, Z., & Mohammadi, S. (2015). Teacher's use of first language in EFL classrooms. Journal of Applied Linguistics and Language Research, 2(3), 61–71.
- Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.). Theories in second language acquisition: An introduction (pp. 201 - 224). Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Lightbown, P. M., & Spada, N. (1999). How languages are learned (2nd Ed.). New York: Oxford University Press.
- Mahmoudi, L., & Amirkhiz, S. (2011). The Use of Persian in the EFL Classroom–The Case of English Teaching and Learning at Pre-university Level in Iran. English Language Teaching, 4(1), 135. http://doi.org/10.5539/elt.v4n1p135
- Mee-ling, L. (1996). Using the L1 Sensibly in English Language Classrooms. Journal of Primary Education. 6 (1/2), 91-99.
- Medgyes, P. (2001). “When the Teacher Is a Non-Native Speaker”. In M. Celce-Murica (Ed.), Teaching English as a Second or Foreign Language (pp. 429-443). Boston: Heinle & Heinle.
- Mitchell, R., & Myles, F. (1998). Second language learning theories. New York: Oxford University Press.
- Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5(2).
- Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. New York: Pearson Education.
- Nunan, D. 1991. Language Teaching Methodology: a Textbook for Teachers. Englewood Cliffs: Prentice Hall.
- Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratorystudy in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65(2), 249-273. https://doi.org/10.3138/cmlr.65.2.249
- Sali, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42, 308–318. https://doi.org/10.1016/j.system.2013.12.021
- Schweers, C. W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum 37.2, 6–13.
- Sharma, B. K. (2006). Mother Tongue Use in English Classroom. Journal of NELTA, 11(1), 80-87.
- Storch, N., & Wigglesworth, G. (2003). Is There a Role for the Use of the L1 in an L2 Setting? TESOL Quarterly, 37(4), 760-770. https://doi.org/10.2307/3588224
- Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum,40 (1), 36-43.
- Von Dietze, A., & Von Dietze, H. (2007). Approaches to using L1 in the EFL classroom. The Language Teacher, 31(8), 7–10.
- Yavuz, F. (2012). The Attitudes of English Teachers about the Use of L1 in the Teaching of L2. Procedia – Social and Behavioural Sciences, 46, 4339–4344. https://doi.org/10.1016/j.sbspro.2012.06.251
Details
| Primary Language | English |
|---|---|
| Subjects | English As A Second Language |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | October 27, 2024 |
| Publication Date | October 30, 2024 |
| Submission Date | July 19, 2024 |
| Acceptance Date | October 7, 2024 |
| Published in Issue | Year 2024Issue: 28 |
- Article Files
