İngiliz Dili Eğitimi Öğretmen Adaylarının İngilizcenin Yabancı Dil Olarak Kullanıldığı Sınıflarda Hedef Dil Kullanımıyla İlgili İnançları

Abstract

Bu sıralı açıklayıcı karma yöntem tasarım çalışması İngiliz dili öğretmen adaylarının anadil kullanımını azaltmak için kullanılan destekleyici bazı stratejilerine ek olarak İngilizcenin yabancı dil olarak öğrenildiği sınıflarda makro ve mikro seviyede hedef dil kullanımlarıyla ilgili inançlarını araştırmayı amaçlamıştır. Ayrıca, dil öğretiminde tecrübeli olup olmamanın ve yurt dışında bulunup bulunmamanın öğretmen adaylarının inançlarına etkisinin olup olmadığı da incelenmiştir. Bu çalışma, nitel araç olarak yarı yapılandırılmış anket ve nicel olarak da bir anket uygulanarak Türkiye’de bir devlet üniversitesinde kayıtlı olan 128 İngiliz dili eğitimi öğretmen adayıyla yapılmıştır. Tanımlayıcı istatiksel sonuçlar öğretmen adaylarının yalnızca İngilizce politikasından çok gerektiğinde öğrencilerin ana dilini kullanmaları lehinde olduklarını ortaya çıkartmıştır. Buna göre, öğretmen adayları çoğunlukla öğrencileri selamlama, onlara geribildirim, bilgi ve yönerge verme sonra da öğrencileri cesaretlendirme, anlamalarını kontrol etme ve onlara destekleyici konuşma yapmak için hedef dilin kullanımında hem fikir olmuşlardır. Öğretmen adayları sınıfı yönetmek, şaka yapmak ve yeni ve karmaşık tür aktivitelerin yönergelerini vermek için hedef dili kullanma konusunda tereddüt etmişlerdir. Bu çalışmadaki bağımlı değişkenler İngilizcenin yabancı dil olarak öğretildiği sınıflarda hedef dil kullanımıyla ilgili inançlarında az farklar ortaya çıkartmıştır. Sonuçlar tartışılmış ve İngiliz dili eğitimi öğretmen eğitimi konusunda bazı çıkarımlar önerilmiştir.

Keywords

• Yabancı Dil Öğretimi
• anadil kullanımı
• öğretmen adaylarının inançları
• hedef dil kullanımı

ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms

Abstract

This sequential explanatory mixed methods design study aimed to investigate the beliefs of English Language Teaching (ELT) prospective teachers about using the target language (L2) at macro and micro-levels in English as a foreign language (EFL) classrooms in addition to some scaffolding strategies to minimize their native language (L1) use. Furthermore, whether being experienced in language teaching and being abroad made differences in the beliefs of prospective teachers (PTs) were examined. The study was conducted with 128 ELT PTs enrolled in a state university in Turkey by administering a questionnaire as a quantitative instrument and a semi-structured interview as a qualitative instrument. The results of the descriptive statistics revealed that the PTs were in favour of using students’ native language whenever it is required rather than following English-only policy. Accordingly, they agreed on the use of L2 mostly to give feedback, information and instructions besides greeting students and later to encourage students, check their understanding, and to provide them supportive talk. They became hesitant to use L2 to manage classrooms, crack jokes, and to give instructions of new and complex types of activities. The dependent variables in the study indicated few differences in their beliefs as to using L2 in EFL classrooms. The results were discussed and some implications for ELT teacher education were suggested.

Keywords

• Foreign language teaching
• native language use
• prospective teachers’ beliefs
• target language use

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