TY  - JOUR
T1  - L1 USE IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS IN TURKEY
TT  - L1 Use In English As A Foreign Language Classrooms In Turkey[English]
AU  - Sen, Yusuf
PY  - 2016
DA  - March
JF  - Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
JO  - BAİBÜEFD
PB  - Bolu Abant Izzet Baysal University
WT  - DergiPark
SN  - 1303-0493
SP  - 161
EP  - 171
VL  - 10
IS  - 2
LA  - en
AB  - It is not a coincidence that the debate concerning the use of first language (L1) in second/foreignlanguage teaching has flourished in the aftermath of a deep interest in the role of focus on form insecond/foreign language classrooms. The issues of L1 use and focus on form in second/foreign languageclassrooms are discussed as different issues in the literature. However, research on L1 use in languageclassrooms shows that one of the functions of L1 use is to explain linguistic features. This study aims atdescribing how exactly L1 is used in EFL classrooms to focus on form. Pre-observation interviews andclassroom observations of three teachers of EFL show that the main function of teachers’ first language use inforeign language classrooms is to focus on form in order to ensure understanding. As a form of focus on form,teachers in general employ L1 as the last resort to focus on form explicitly. Furthermore, two of the threeteachers state that explanations in L1 serve as a reassurance of what students already learned in the targetlanguage. Finally, the interviews and classroom instances of focus on form indicate that teachers’ use of L1 inlanguage classrooms is an extension of their views on the utility of explicit focus on form in foreign languageclassrooms.
KW  - L1 use
KW  - foreign language classrooms
KW  - focus on form
N2  - Yabancı dil sınıflarında ana dilin kullanılması tartışmasının, yabancı dil sınıflarında yabancı dilyapılarının vurgulanması çalışmalarının yaygınlaşmasının hemen akabinde ortaya çıkması bir tesadüf değildir.Yabancı dil sınıflarında anadilin kullanılması ve yabancı dil yapılarının vurgulanması konuları ayrı ayrıtartışılmaktadır. Ancak yabancı dil sınıflarında anadil kullanımını inceleyen çalışmalar, anadil kullanımınınişlevlerinden birinin yabancı dil yapılarını açıklamak olduğunu göstermektedir. Bu çalışma anadilin yabancıdil sınıflarında tam olarak yabancı dil yapılarını vurgulamak için nasıl kullanıldığını tanımlamayıamaçlamaktadır. Üç yabancı dil öğretmeni ile yapılan röpörtaj ve sınıf içi gözlemler göstermektedir ki yabancıdil sınıflarında anadil kullanımının ana amacı, öğrencilerin anlamalarından temin etmek amacıyla yabancı dilyapılarını açıklamaktadır. Yapıları açıklama amaçlı olarak öğretmenler anadili son bir adım olarak yapılarıaçık olarak anlatmak için kullanmaktadırlar. Üç öğretmenden ikisine göre anadilde açıklama, öğrencilereİngilizce olarak öğrendikleri konularla ilgili de bir güven sağlama amacı taşıyabilmektedir. Son olarak,röportaj ve sınıf gözlemlerinde ortaya çıkmaktadır ki, anadilin yabancı dil sınıflarında kullanımıöğretmenlerin yabancı dil yapılarının sınıflarda vurgulanmasının faydasına inanıp inanmamaları ile ilgilidir.
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UR  - https://dergipark.org.tr/en/pub/aibuefd/issue//18145
L1  - https://dergipark.org.tr/en/download/article-file/16712
ER  -