Yabancı Dil Olarak İngilizce Öğrencilerinin Konuşurken Ana Dile Geçişlerini Nasıl Önleyebiliriz?

Öz

İngilizcenin yabancı dil olarak öğretildiği sınıflarda öğrenciler, çeşitli nedenlerden dolayı, sadece İngilizcenin sınıf dili olarak kullanılmadığı konuşma derslerinde, genellikle ana dillerine geçiş yaparlar. Bu yüzden, bu eylem araştırması çalışması, yabancı dil öğretmeninin bulunduğu bir sınıfta yabancı dil öğrenen öğrencilerin konuşma motivasyonları ve hedef dil kullanımları açısından farklılıkları araştırmaya yönelik bir girişimdir. Bu çalışma Samsun’da bir özel okuldaki 10. sınıf öğrencileri üzerinde yürütülmüştür. Araştırmanın katılımcıları dört hafta boyunca Nijeryalı bir İngilizce öğretmeninden konuşma dersleri alan dokuz lise öğrencisidir. Araştırmacının yarı yapılandırılmış gözlemleri ve yapılandırılmış görüşme toplantıları, nitel veri elde etmek için uygulanmıştır. Gözlem ve röportaja dayanan sonuçlar, öğrencilerin İngilizce konuşmaya daha fazla motive olduğunu ve sadece İngilizce politikası öğretmen tarafından takip edildiğinde ana diline daha az geçiş yaptıklarını ortaya koymuştur. Öğretmenin İngilizceyi iletişim aracı olarak kullandığı sınıfta öğrenciler aynı zamanda İngilizce konuşmaya karşı olan önyargıları da yıkmışlardır. Ayrıca, yabancı İngilizce öğretmenlerinin öğrenciler üzerinde motive edici etkileri olduğu belirlenmiştir.

Anahtar Kelimeler

• Ana dil
• dil değişimi
• konuşma
• yabancı dil

How To Prevent EFL Learners Switching To Their Mother Tongue?

Abstract

In EFL classes, because of various reasons, language learners usually switch to their mother tongue in speaking courses where the medium of the class is not only English. Therefore, this action research study was a modest attempt to investigate the differences in English as a Foreign Language (EFL) learners in terms of their speaking motivation and target language use in a classroom where they have a foreign language teacher. The current study was conducted on 10th grade students in a private high school in Samsun. The participants of current research were 9 high school students who took the speaking courses from a Nigerian English language teacher during four weeks. The researchers’ semi-structured observation and structured interview sessions were employed to obtain qualitative data. Based on the observation and interviews, the results showed that the students were more motivated to speak English and less tend to switch their mother tongue when the English-only policy was followed by the teacher. In the setting, where the teacher employed English as a medium of communication, the students also broke down the prejudices against speaking English. Furthermore, it was found that foreign English language teachers had motivating effects on the students.

Keywords

• Code-switching
• foreign language
• speaking
• mother tongue

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