Dil Öğretiminde Anadil Kullanımı: Öğretmenlik Uygulaması Deneyimi Yabancı Dil olarak İngilizce Öğretecek Öğretmen Adaylarının Görüşlerini Değiştirir mi?

Abstract

Yabancı dil öğretiminde anadil kullanımı uzun zamandır tartışılan ve kesin bir cevabı bulunamayan bir konudur. Bazı uzmanlar anadil kullanımını savunurken bazıları da anadil kullanımının yabancı dil öğrenimini engellediğini ve kötü etkilediğini savunmaktadırlar. Bu çalışma son sınıf İngilizce Öğretmenliği adaylarının yabancı dil öğretiminde anadil kullanımı hakkındaki düşüncelerinin öğretmenlik uygulaması boyunca değişikliğe uğrayıp uğramadığını bulmayı amaçlamaktadır. Bu çalışmada 52 öğretmen adayı ile yapılan anket ve 9 katılımcı ile yapılan mülakatlarla karma yöntem yaklaşımı kullanılmıştır. Çalışmanın bulguları, katılımcıların Anadil kullanımına ilişkin olumlu tutumlarının iki kattan fazla artarken, olumsuz tutumlarının ise üç kat düştüğünü göstermiştir. Bu bulgular, öğretmen adaylarının anadil kullanımına ilişkin tutumlarının öğretmenlik uygulaması sırasında olumlu yönde değiştiğini açık bir şekilde göstermektedir. Ayrıca, bu çalışma öğretmen adaylarının Öğretmenlik Uygulama deneyimi boyunca anadil kullanımına yönelik inanç ve tutumlarının etkileyen faktörleri de araştırmayı amaçlamıştır. Kalabalık sınıflar, öğrencilerin oturma düzeni, kısa ders saatleri gibi sınıf yönetimine dair konular, okul idareleri ve velilerden gelen baskılar, gerçek sınıf ortamı ve deneyimi, öğrencilerin kısa dikkat sürelerinin yanı sıra öğrencilerin seviye ve ilgi düzeylerinin, öğretmen adaylarının anadile yönelik inanç ve tutumlarını değiştiren faktörler olduğu ortaya çıkmıştır. Bu bulgular, aday öğretmenlerin anadillerini kullanmanın bir suç ya da etkisiz bir teknik olmadığı konusunda eğitilmeleri gerektiğini, aksine uygun ve verimli bir şekilde kullanılması halinde dil öğretimi için önemli bir öğretim aracı olabileceğini vurgulamıştır.

Keywords

• Anadil
• İngiliz Dili Eğitimi
• İngilizce Öğretmen Adayları
• Öğretmenlik Uygulaması
• İlk Dil

Use of L1 in Language Teaching: Does the Practicum Experience Change EFL Student Teachers' Views?

Abstract

The use of the mother tongue in language teaching is a long-standing debate that cannot be resolved. While some advocate for the use of the mother tongue (L1), others believe that the use of the mother tongue impedes and adversely impacts foreign language learning. The present study aims to determine whether practicum experience has an impact on ELT student teachers' opinions about the use of the mother tongue in language teaching. This study employed a mixed-methods approach with a questionnaire conducted with 52 student teachers and interviews conducted with 9 participants. The findings of the study indicated that while participants' favorable opinions about L1 use had more than doubled, their unfavorable opinions fell by a factor of three. This occurrence demonstrates unequivocally that ELT student teachers' opinions about the use of L1 changed positively during their practicum experience. This study also seeks to investigate the factors that influence student teachers' opinions about the use of L1 during their practicum experience. The real classroom environment and experience, students' short attention spans, classroom management issues in schools such as crowded classrooms, seating arrangement, and short lesson time, the pressure of the parents and administration as well as students' English proficiency level and interest, are the factors that influence student teachers' opinions about the use of L1. These findings highlighted that student teachers must be trained that using one's mother tongue is not a sin or an ineffective technique, but it conversely may be a valuable instructional instrument for language teaching if it is employed appropriately and efficiently.

Keywords

• Mother Tongue
• English Language Teaching
• Student Teachers
• Practicum
• L1

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