İkinci Yabancı Dil Olarak İngilizce Öğretilen Sınıflarda Kod Değiştirme: Öğretmen ve Öğrenci Perspektifi Örneği

Year 2024, Volume: 2 Issue: 1, 1 - 17, 31.05.2024

Kübra Erdem

Abstract

Bu karma yöntemli çalışma, yabancı dil olarak İngilizce (EFL) öğretilen sınıflarda öğretmenlerin ve öğrencilerin kod değiştirmeyi kullanma algılarını keşfetmeyi amaçlamıştır. Katılımcılar, Türkiye'deki bir vakıf üniversitesinin İngilizce Hazırlık programında kolayda örnekleme tekniği kullanarak belirlenmiş 138 öğrenci ve 6 öğretmenden oluşmaktadır. Öğrencilerin algılarının cinsiyetlerine, yaşlarına veya İngilizce yeterlilik seviyelerine göre farklılık gösterip göstermediği de araştırılmıştır. Katılımcı öğretmenlere ve öğrencilere açık uçlu sorular ve 5’li Likert ölçeğinden oluşan iki ayrı anket uygulanmıştır. Bulgular, İngilizce öğretmenlerinin ve öğrencilerinin kod değiştirme kullanımını olumlu algıladıklarını ortaya koymuştur. Ayrıca, öğrencilerin cinsiyet veya yaşlarının kod değiştirmeyi kullanma algıları üzerinde anlamlı bir etkisi bulunmamıştır; ancak İngilizce yeterlilik düzeyinin istatistiksel olarak anlamlı farklılıklara neden olduğu görülmüştür. Çıkarımların, yükseköğrenim bağlamında istihdam edilen araştırmacılara, yöneticilere, öğretmenlere ve öğrencilere potansiyel faydası bulunmaktadır.

Keywords

Kod değiştirme, Dil karıştırma, Algı, Yabancı dil olarak İngilizce

Code-Switching in the EFL Classroom: A Case of Teacher and Learner Perspective

Abstract

This mixed-method study aimed to explore teachers’ and learners’ perceptions of using code-switching in the English as a Foreign Language (EFL) classroom. The participants consisted of a convenience sample of 138 learners and 6 teachers from the preparatory program of a foundation university in Turkey. Whether learners’ perceptions differed by their gender, age or proficiency level was also investigated. Two questionnaires in the form of a 5-point Likert-scale with several open-ended items were administered to the participating teachers and learners. Findings revealed that EFL teachers and learners perceived the use of code-switching positively. Furthermore, learners’ gender or age had no significant effect on their perceptions of using code-switching; however, proficiency level caused statistically significant differences. Implications may potentially benefit researchers, administrators, teachers and learners employed in the context of higher education.

Keywords

Code-switching, Language-mixing, Perception, EFL

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