EFL Ortamında Stratejik Ana Dili Kullanımı: Yeterlik Düzeylerine Göre Öğretmen ve Öğrenci Bakış Açıları

Abstract

Bu çalışma, Türkiye’deki bir vakıf üniversitesinin İngilizce hazırlık programında kayıtlı 120 EFL öğrencisi ile bu programda ders veren 15 öğretmenin, birinci dilin (L1) stratejik kullanımına yönelik tutumlarını; dil yeterlik düzeyleri ve öğretim deneyimi değişkenlerine odaklanarak incelemektedir. 120 öğrenci ve 15 öğretmene Likert tipi anket ve açık uçlu metafor istemi uygulanmış; 12 öğrenci ve 5 öğretmenle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Nicel analizler, özellikle düşük dil yeterlik A1 ve A2 düzeylerinde; dilbilgisi anlatımı, görevlerin netleştirilmesi ve kaygının azaltılması amacıyla seçici L1 kullanımına yönelik olumlu bir tutum olduğunu; yeterlik düzeyleri arasında anlamlı farklılıklar bulunduğunu ortaya koymuştur. Dil yeterlik düzeyi arttıkça L1 kullanımına yönelik desteğin azaldığı ve tutumların yeterlik düzeyine duyarlı bir örüntü sergilediği görülmüştür. Görüşme bulgularıyla desteklendiği üzere, öğretmen anketlerinden elde edilen veriler betimsel olarak yorumlanmıştır. Veriler, öğretmenlerin dil kullanım pratiklerini mesleki deneyim ve kurumsal beklentilere göre farklı şekilde konumlandırdığını göstermektedir. Metafor yanıtları, öğrencilerin L1 kullanımını dil yeterlik düzeylerine bağlı olarak nasıl farklı kavramsallaştırdıklarını vurgulamıştır. Alt düzeydeki öğrenciler sıklıkla duygusal veya bilişsel desteğe atıfta bulunurken, üst düzeydeki öğrenciler daha sınırlı ve stratejik bir kullanımı savunmuştur. Bulgular, L1 kullanımına yönelik tutumların bağlama bağımlı olduğunu ve büyük ölçüde öğrenci yeterliği tarafından şekillendirildiğini; öğretim deneyimi ve kurumsal normların ise bu kullanımın nasıl müzakere edileceğini belirlediğini göstermektedir.

Keywords

• stratejik birinci dil kullanımı
• EFL tutumları
• öğretmen deneyimi
• dil yeterliliği
• metafor analizi

Supporting Institution

Bu çalışma herhangi bir kurum tarafından finanse edilmemiştir.

Ethical Statement

Araştırmaya başlanmadan önce, İstanbul Sabahattin Zaim Üniversitesi Etik Kurulu'ndan etik onay alınmıştır (Onay No: 2025/13). Veri toplama süreci, ancak kurumsal onayın alınması ve tüm katılımcıların bilgilendirilmiş onamlarının sağlanmasının ardından başlatılmıştır. Katılımcılara gizlilik ve anonimlik güvencesi verilmiş olup, görüşme dökümlerinde takma adlar kullanılmıştır. Nicel ve nitel verilerin analizi sonucunda çeşitli örüntüler ve temalar ortaya çıkmıştır. Bu bulgular, izleyen bölümde araştırma sorularına göre sunulmaktadır.

Thanks

Bu çalışma herhangi bir kurum tarafından finanse edilmemiştir.

Strategic First Language Use in EFL Across Proficiency Levels: Teacher and Student Perspectives

Abstract

The study examines the attitudes of English preparatory program students and instructors toward the strategic use of first language (L1) in a Turkish foundation university, focusing on variation across proficiency levels and teaching experience. A Likert-scale questionnaire including an open-ended metaphor task was administered to 120 students and 15 instructors. Semi-structured interviews were subsequently conducted with 12 students and 5 instructors. Quantitative analyses revealed generally positive support for selective L1 use, particularly at A1 and A2 levels for grammar explanation, task clarification, and anxiety reduction. Significant differences were found across proficiency levels, with support decreasing as proficiency increased. Due to the small teacher sample, teacher questionnaire data were interpreted descriptively and contextualized through qualitative interview findings. The data revealed that the instructors positioned their language use practices differently as a function of professional experience and institutional expectations. Metaphor responses highlighted how differently learners conceptualized L1 use according to proficiency level. Lower-level students often cited emotional or cognitive support while higher-level students suggested a more limited and strategic use. The findings revealed that L1 use attitudes are contextually dependent and largely learner proficiency-driven. Teaching experience and institutional norms shape how L1 use is negotiated in preparatory EFL contexts.

Keywords

• strategic L1 use
• EFL attitudes
• teacher experience
• language proficiency
• metaphor analysis

Supporting Institution

This study was not funded by any institution.

Ethical Statement

Prior to commencing the research, ethical permission was acquired from Istanbul Sabahattin Zaim University’s Ethics Committee (Approval No. 2025/13). Only after the institutional approval was obtained and the informed consent of all participants was secured, data collection began. Participants were ensured confidentiality and anonymity and used pseudonyms in the interview transcripts. The analysis of quantitative and qualitative data yielded some patterns and themes. These are displayed in the following section according to the research questions.

Thanks

This study was not funded by any institution.

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