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L1 USE IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS IN TURKEY

Year 2010, Volume: 10 Issue: 2, 161 - 171, 15.03.2016

Abstract

It is not a coincidence that the debate concerning the use of first language (L1) in second/foreign
language teaching has flourished in the aftermath of a deep interest in the role of focus on form in
second/foreign language classrooms. The issues of L1 use and focus on form in second/foreign language
classrooms are discussed as different issues in the literature. However, research on L1 use in language
classrooms shows that one of the functions of L1 use is to explain linguistic features. This study aims at
describing how exactly L1 is used in EFL classrooms to focus on form. Pre-observation interviews and
classroom observations of three teachers of EFL show that the main function of teachers’ first language use in
foreign 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 three
teachers state that explanations in L1 serve as a reassurance of what students already learned in the target
language. Finally, the interviews and classroom instances of focus on form indicate that teachers’ use of L1 in
language classrooms is an extension of their views on the utility of explicit focus on form in foreign language
classrooms. 

References

  • Bailey, K., Madden, C., & Krashen, S. (1974). Is there a “natural sequence” in adult second language learning? Language Learning, 21, 235-243.
  • Cook, V. (1973). The comparison of language development in native children and adults. International Review of Applied Linguistics, 11, 13-28.
  • Cook, V. (2001) Using the first language in the classroom. The Canadian Modern Language Review, 57, (3), 402-423.
  • Doughty, C. (1998). Acquiring Competence in a second Language: Form and Function. In H. Byrners (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 128-156). New York: The Modern Language Association of America.
  • Doughty, C., & Williams, J. (1998). Issues and terminology. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 1-11). Cambridge: Cambridge University Press.
  • Duff, P. A., & Polio, C. G. (1990). How much foreign language is there in the foreign language classroom?Modern Language Journal, 74, 154–166.
  • Dulay, H., & Burt, M. (1973). Should we teach children syntax? Language Learning, 23, 37-53. Dulay, H.; Burt, M., & Krashen, S. (1985). Language two. Oxford: Oxford University Press.
  • Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of research, Studies in Second Language Acquisition, 24, 223-236.
  • Harley, B. (1992). Patterns of second language development in French immersion. Journal of French Language Studies, 2, (2), 159-183.
  • Harley, B., & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper, & A. Howatt (Eds.), Interlanguage, (pp. 291-311). Edinburgh: Edinburgh
  • Krashen, S. (1985). The input hypothesis: Issues and Implications. London: Longman Littlewood, W., & Yu, B. (2009). First language and traget language in the foreign language classroom. Language Teaching, 44, (1), 64-77.
  • Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.
  • Mitchell, R. (1988) Communicative Language Teaching in Practice. London: CILT Norris, J. M. & Ortega, L. (2000) Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-Analysis. Language Learning, 50 (3), 417-528.
  • Larsen-Freeman, D. (1975). The acquisition of grammatical morphemes by adult ESL students. TESOL Quarterly, 9, 409-430.
  • Larsen-Freeman, D. (1976). An explanation for the morpheme acquisition order of second language learners. Language Learning, 26, 125-134.
  • Long, M., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-42). Cambridge: Cambridge University Press.
  • Schachter, J. (1974). An error in error analysis. Language Learning, 27, 205-217.
  • Schmidt, R. (1993). The role of consciousness in second language learning. Applied Linguistics, 11 (2), 17- 46.
  • Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition,15 (2), 205-221.
  • Swain, M. (1991) French Immersion and its offshoots: Getting Two for One. In. Freed, B. F. (Ed.), Foreign language acquisition research and the classroom (pp.91-120). Lexington: D. C. Heath and Company.
  • Tomasello, M., & Carol, H. (1988). Down the garden path: Inducing and correcting overgeneralization errors in the foreign language classroom. Applied Psycholinguistics, 9, 237-246. Tomasello, M., & Carol, H. (1989). Feedback and language transfer errors: The garden path technique. Studies in Second Language Acquisition, 11, 385-395.
  • Turnbull, M. (2001). There is a role fort he L1 in in second and foreign language teaching but … Canadian Modern Language Review, 57, (4), 531-540.
  • Turnbull, M., & Arnett, K. (2002) Teachers’ uses of the target and first language in seond and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204-218.
  • Ustunel, E. & Seedhouse, P. (2005). Why that, in that language, right now? Code switching and pedagogical focus. International Journal of Applied Linguistics, 15, (3), 302-324
  • White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133-61.
  • White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416-432.

L1 Use In English As A Foreign Language Classrooms In Turkey[English]

Year 2010, Volume: 10 Issue: 2, 161 - 171, 15.03.2016

Abstract

Yabancı dil sınıflarında ana dilin kullanılması tartışmasının, yabancı dil sınıflarında yabancı dil
yapılarının vurgulanması çalışmalarının yaygınlaşmasının hemen akabinde ortaya çıkması bir tesadüf değildir.
Yabancı dil sınıflarında anadilin kullanılması ve yabancı dil yapılarının vurgulanması konuları ayrı ayrı
tartışılmaktadır. Ancak yabancı dil sınıflarında anadil kullanımını inceleyen çalışmalar, anadil kullanımının
işlevlerinden birinin yabancı dil yapılarını açıklamak olduğunu göstermektedir. Bu çalışma anadilin yabancı
dil sınıflarında tam olarak yabancı dil yapılarını vurgulamak için nasıl kullanıldığını tanımlamayı
amaçlamaktadır. Üç yabancı dil öğretmeni ile yapılan röpörtaj ve sınıf içi gözlemler göstermektedir ki yabancı
dil sınıflarında anadil kullanımının ana amacı, öğrencilerin anlamalarından temin etmek amacıyla yabancı dil
yapılarını açıklamaktadır. Yapıları açıklama amaçlı olarak öğretmenler anadili son bir adım olarak yapıları
açık olarak anlatmak için kullanmaktadırlar. Üç öğretmenden ikisine göre anadilde açıklama, öğrencilere
İngilizce olarak öğrendikleri konularla ilgili de bir güven sağlama amacı taşıyabilmektedir. Son olarak,
röportaj ve sınıf gözlemlerinde ortaya çıkmaktadır ki, anadilin yabancı dil sınıflarında kullanımı
öğretmenlerin yabancı dil yapılarının sınıflarda vurgulanmasının faydasına inanıp inanmamaları ile ilgilidir.

References

  • Bailey, K., Madden, C., & Krashen, S. (1974). Is there a “natural sequence” in adult second language learning? Language Learning, 21, 235-243.
  • Cook, V. (1973). The comparison of language development in native children and adults. International Review of Applied Linguistics, 11, 13-28.
  • Cook, V. (2001) Using the first language in the classroom. The Canadian Modern Language Review, 57, (3), 402-423.
  • Doughty, C. (1998). Acquiring Competence in a second Language: Form and Function. In H. Byrners (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 128-156). New York: The Modern Language Association of America.
  • Doughty, C., & Williams, J. (1998). Issues and terminology. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 1-11). Cambridge: Cambridge University Press.
  • Duff, P. A., & Polio, C. G. (1990). How much foreign language is there in the foreign language classroom?Modern Language Journal, 74, 154–166.
  • Dulay, H., & Burt, M. (1973). Should we teach children syntax? Language Learning, 23, 37-53. Dulay, H.; Burt, M., & Krashen, S. (1985). Language two. Oxford: Oxford University Press.
  • Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of research, Studies in Second Language Acquisition, 24, 223-236.
  • Harley, B. (1992). Patterns of second language development in French immersion. Journal of French Language Studies, 2, (2), 159-183.
  • Harley, B., & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper, & A. Howatt (Eds.), Interlanguage, (pp. 291-311). Edinburgh: Edinburgh
  • Krashen, S. (1985). The input hypothesis: Issues and Implications. London: Longman Littlewood, W., & Yu, B. (2009). First language and traget language in the foreign language classroom. Language Teaching, 44, (1), 64-77.
  • Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.
  • Mitchell, R. (1988) Communicative Language Teaching in Practice. London: CILT Norris, J. M. & Ortega, L. (2000) Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-Analysis. Language Learning, 50 (3), 417-528.
  • Larsen-Freeman, D. (1975). The acquisition of grammatical morphemes by adult ESL students. TESOL Quarterly, 9, 409-430.
  • Larsen-Freeman, D. (1976). An explanation for the morpheme acquisition order of second language learners. Language Learning, 26, 125-134.
  • Long, M., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-42). Cambridge: Cambridge University Press.
  • Schachter, J. (1974). An error in error analysis. Language Learning, 27, 205-217.
  • Schmidt, R. (1993). The role of consciousness in second language learning. Applied Linguistics, 11 (2), 17- 46.
  • Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition,15 (2), 205-221.
  • Swain, M. (1991) French Immersion and its offshoots: Getting Two for One. In. Freed, B. F. (Ed.), Foreign language acquisition research and the classroom (pp.91-120). Lexington: D. C. Heath and Company.
  • Tomasello, M., & Carol, H. (1988). Down the garden path: Inducing and correcting overgeneralization errors in the foreign language classroom. Applied Psycholinguistics, 9, 237-246. Tomasello, M., & Carol, H. (1989). Feedback and language transfer errors: The garden path technique. Studies in Second Language Acquisition, 11, 385-395.
  • Turnbull, M. (2001). There is a role fort he L1 in in second and foreign language teaching but … Canadian Modern Language Review, 57, (4), 531-540.
  • Turnbull, M., & Arnett, K. (2002) Teachers’ uses of the target and first language in seond and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204-218.
  • Ustunel, E. & Seedhouse, P. (2005). Why that, in that language, right now? Code switching and pedagogical focus. International Journal of Applied Linguistics, 15, (3), 302-324
  • White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133-61.
  • White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416-432.
There are 26 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Yusuf Sen This is me

Publication Date March 15, 2016
Submission Date January 28, 2015
Published in Issue Year 2010 Volume: 10 Issue: 2

Cite

APA Sen, Y. (2016). L1 USE IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS IN TURKEY. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 161-171.