Öğretmen Adaylarının Yabancı Dil Sınıfında Ana Dili Kullanma Biçimleri: Bir Vaka İncelemesi

Year 2018, Volume: 4 Issue: 1, 118 - 127, 05.04.2018

Perihan Korkut Sabriye Şener

Abstract

Farklı teorik çerçevelere bağlı olarak, ikinci
ve yabancı dil sınıflarında öğrencilerin ana dili kullanımı hakkında farklı
görüşler vardır. Bazıları, hedef dile azami maruz kalmanın gerekli olduğu
görüşünü savunurken bazıları da ana dilin (D1) kullanımı görüşünü kabul
etmektedirler. İngiliz dili eğitimi (ELT) bölümlerinde, eğitimlerinin sonuna
doğru öğrenciler, D1 meselesi ile ilgili ana dilin yabancı dil sınıflarında
nasıl kullanılması gerektiği hakkında belirli bir felsefe oluştururlar ve
uygulama okullarına devam ederken bilinçlerini arttırırlar. Vaka incelemesi
türündeki bu çalışmada farklı görüşlerdeki altı öğretmen adayının ana dili
kullanımına ilişkin ifade ettikleri inançları ve sınıfta yaptıkları
uygulamaların ne kadar uyuştuğu incelenmiştir. Bunun için öğrencilerin 2016-2017 akademik
yılı bahar döneminde öğretmenlik uygulaması dersi kapsamında yaptıkları dersler
kaydedilmiş ve uyarılmış geri çağırma yöntemi ile görüşmeler yapılmıştır. Ana
dilin kullanımının kesinlikle sınırlandırılması gerektiği görüşünde olan
öğretmen adaylarının derslerinde bunu uygulamaya koydukları, ancak ana dilin
yasaklanmaması gerektiğini düşünen grup içindeki öğrencilerin başlangıçtaki
düşüncelerinden farklı davrandıkları belirlenmiştir.

Keywords

Yabancı Dil Eğitimi, Ana dil, Kod değiştirme, Öğretmen Eğitimi

Teacher Trainees’ Use Of Mother Tongue in EFL Classes: A Case Study

Abstract

There are different views about the use of
native language of learners (L1) in second and foreign language (FL) classes
depending on different theoretical frameworks. Some hold the view that maximum
exposure to the target language is necessary but some others favour the use the
L1. In the English language teaching (ELT) departments, trainees form a clearly
established philosophy regarding the L1 issue by the end to their training and
increase their consciousness during their practicum. However, since they have
little practical experience, these philosophies might not always translate to
effective classroom practices. This is a case study which aims to capture the
degree of congruence between six teacher trainees’ stated beliefs and
intentions and their actual performances related to L1use in the FL classroom.
The trainees’ lessons during their practicum demo lessons were recorded and
stimulated recall interviews were held. The findings indicate that the trainees
who strictly believe that L1 should be kept to a minimum acted in line with
this philosophy. On the other hand, trainees who advocate some certain
functions to L1 in the classroom, acted differently from their stated
philosophies.

Keywords

Foreign Language Teaching, Mother tongue, Code-switching, Teacher Education

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