lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.410556 An Investigation of L1 Use in Foreign Language Classrooms: Evidence from Brain Research Beyin Araştırmaları Işığında Yabancı Dil Sınıflarında Anadili Kullanımı Mergen Filiz İZMİR EKONOMİ ÜNİVERSİTESİ, MESLEK YÜKSEKOKULU 07 27 2018 6 3 553 568 03 28 2018 07 06 2018 Copyright © 2013, Journal of Mother Tongue Education 2013 Journal of Mother Tongue Education

First language acquisition(L1) proceeds quickly and effortlessly. The acquisition of a second language(L2) - later in life, however, poses some difficulties. Age and context ofacquisition determine the extent of success of ultimate attainment in thelater-learned language. Extensive research into what lies behind thisdifficulty has led to many views aiming to facilitate the learning process. Oneview, the use of mother tongue has always been a matter of controversy duringthe learning process. There has been a range of views, both for and against,particularly in the context of teaching a foreign language in formal education.This article assesses the consequences of the views that favortarget-language-only approach in teaching in the light of brain research. Itputs forward an argument based on the data obtained from affective, cognitiveand psycholinguistic/neurolinguistic literature that banishing L1 from theclassroom is not only impossible for practical reasons, but also acts as adeterrent to successful language learning.

Anadili edinimi hızlı ve zahmetsiz ilerleyen bir süreçolmasına rağmen, sonradan öğrenilen dil, birçok birey için birtakım zorluklarteşkil etmektedir. Özellikle, geç yaşta öğrenilen dilde iletişim kurabilmekbireyler için son derece uzun ve yorucu olabilmektedir. Sınıf ortamında buzorlukları ortadan kaldırmayı amaçlayan görüşler, özellikle teknoloji ve bilgipaylaşımının ilerlemesiyle önemli ölçüde başarılı olmuşlardır. Ancak, busüreçte anadilinin rolü tartışma konusu olmuştur. Bu makalede, öğrencilereöğrendikleri yabancı dilde iletişim kurabilmelerini sağlamak için sadece hedefdilin kullanılmasını öngören görüşlerin dil öğrenimi üzerindeki etkilerininbeyin ve dil açısından değerlendirilmesi yapılmıştır. Duygusal (afektif),bilişsel ve psikodilbilimsel ve beyindilbilimsel çalışmalardan elde edilenverilere dayanarak, anadili kullanımının dil eğitiminin her aşamasında tamamenkısıtlanması olası görülmemekte ve dil öğrenme başarısını da olumsuz yönde etkileyeceğidüşünülmektedir.

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