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Yabancı Dil Öğretimi Sınıflarında Ana Dilinin Yeri

Year 2019, Volume: 9 Issue: 3, 567 - 576, 30.12.2019
https://doi.org/10.19126/suje.614963

Abstract

Dil
öğretimi sınıflarında; doğrudan öğretici tarafından veya ders materyallerinde
ortaya konulan sözlü ve yazılı yönergelerin, öğreticiye yöneltilen sorular veya
anlaşılmadığı düşünülen konularda öğretici açıklamalarının ve de öğrenici
soruları ile talep ifadelerinin dili olarak birden fazla dil söz konusu
olabilir. Bu dilleri üç gruba ayırmak mümkün: hedef dil, araç dil ve ana dili. Dil öğretimi sınıflarında,
düzeylere ve dil öğretimi bağlamlarına göre bu dillerin (hedef dil, araç dil ve
ana dili) yerinin, sırasının, oranının ne olması gerektiği, öğreticilerin
pedagojik muhakeme becerilerinin gelişiminde ve öğretimin yönetiminde temel
problematiklerdendir. Makale, bu problematikler içerisinde öğrenicilerin ana
dillerinin yerinin ve işlevinin ne olduğu ve ne olması gerektiğini, özellikle
öğrenicilerin ana dili bakımından tek dilli sınıflardaki yabancı dil öğretimi
bağlamında ele almaktadır. Genel olarak ana dili kullanımına yönelik öğretici
tutumlarının, “tamamen yasaklama”, “olabildiğince az yer verme”, “bilinçli
olarak belirli durumlarda kullanımını meşrulaştırma” biçiminde olduğu
gözlemlenir. Yabancı dil öğretimi sınıflarında öğrenicinin ana dilinin yerini,
ortaya konmuş verileri ve görüşleri alanyazın taraması yoluyla belirleyerek ele
alan makale, “Ana dili; eğer hedef dilin önceliğini tehdit ediyorsa, yabancı
dil sınıfında 'en büyük tehlike' olabilirken; diğer taraftan, ‘sistemli, seçici
ve makul dozlarda' kullanılabilirse de 'yabancı bir dilin sahip olabileceği en
önemli müttefik’ olabilir.” tezini savunmaktadır.

References

  • Atkinson, D. (1987). The mother-tongue in the classroom: a neglected resource?. ELT Journal, 41, 4, 241-247.
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. Language Learning Journal, 28.1, 29–39.
  • Butzkamm, W. (2017). Monolingual principle. M. Byram ve A. Hu (Ed.). Routledge Encyclopedia of Language Teaching and Learning. (ss. 471-474). Routledge Taylor and Francis Group.
  • Cook, V. (1999). Going beyond the native speaker in language teaching Author. TESOL Quarterly, Vol. 33, No. 2. pp. 185-209.
  • Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57,3, 402-423.
  • Dodson, C. J. (1972). Language teaching and the bilingual method. Pitman.
  • Eldridge, J. (1996). Code-switching in a Turkish secondary school. ELT Journal, 50(4), 303-311.
  • Holthouse, J. (2006). The role of the mother tongue in EFL classrooms. Gaikokugokyoiku Forum, 5, 27-37.
  • Littlewood, W. ve Yu, B. (2009). First language and target language in the foreign language classroom. Language Teaching, 44 (1), 64-77.
  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and Decision Making. The Modern Language Journal, 85. 531-548.
  • Macaro, E.; Tien, L. ve Chu, L. (2018). First and second language use in English medium instruction context. Language Teaching Research, 1-21.
  • Richards, J. C. ve Schmidt, R. (2002). Longman dictionary of language teaching & applied linguistics, Longman.
  • Şener, S. ve Korkut, P. (2017). Teacher trainees’ awareness regarding mother tongue use in English as a foreign language classes. Journal of Language and Linguistic Studies, 13(1), 41-61.
  • Thompson, L. (2017). Mother tongue. M. Byram ve A. Hu (Ed.). Routledge encyclopedia of language teaching and learning. (ss. 474-476). Routledge Taylor  Francis Group.
  • Turnbull, M. ve Arnett, K. (2002). Teachers’ uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22(1) 204-218.

The Role of L1 in Foreign Language Teaching Classrooms

Year 2019, Volume: 9 Issue: 3, 567 - 576, 30.12.2019
https://doi.org/10.19126/suje.614963

Abstract

In the language teaching classes; there may be more than one language as
the language of verbal and written instructions, introduced by the instructor
or through course materials, the questions directed to the instructor or the
explanations of the instructor about subjects which are not understood, or
about learner questions and statements. It is possible to divide these
languages into three groups: target language, medium of instruction, and native
language. In language teaching classrooms, determining the place, the order and
the ratio of these languages (target language, medium of instruction, and
native language) according to levels and language teaching contexts is one of
the basic problematics in the development of pedagogical reasoning skills of
instructors and management of teaching. This paper discusses, the place and
function of the native language of the learners and what they should be,
especially in the context of foreign language teaching among these
problematics. In general, it is observed that instructional attitudes towards
the use of native language are “complete prohibition”, “allowed as little as
possible”, “consciously legitimize the use of certain situations”. This paper
focuses on the role of native language of learner in foreign language teaching
classrooms, presented data and views by means of literature review and supports
the idea, “Native language; if threatens the priority of target language can be
‘the single biggest threat’ in foreign language class on the other hand, if it
can be used in ‘systematic, selective and reasonable doses’ it can be ‘the most
important ally a foreign language can have’.”

References

  • Atkinson, D. (1987). The mother-tongue in the classroom: a neglected resource?. ELT Journal, 41, 4, 241-247.
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. Language Learning Journal, 28.1, 29–39.
  • Butzkamm, W. (2017). Monolingual principle. M. Byram ve A. Hu (Ed.). Routledge Encyclopedia of Language Teaching and Learning. (ss. 471-474). Routledge Taylor and Francis Group.
  • Cook, V. (1999). Going beyond the native speaker in language teaching Author. TESOL Quarterly, Vol. 33, No. 2. pp. 185-209.
  • Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57,3, 402-423.
  • Dodson, C. J. (1972). Language teaching and the bilingual method. Pitman.
  • Eldridge, J. (1996). Code-switching in a Turkish secondary school. ELT Journal, 50(4), 303-311.
  • Holthouse, J. (2006). The role of the mother tongue in EFL classrooms. Gaikokugokyoiku Forum, 5, 27-37.
  • Littlewood, W. ve Yu, B. (2009). First language and target language in the foreign language classroom. Language Teaching, 44 (1), 64-77.
  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and Decision Making. The Modern Language Journal, 85. 531-548.
  • Macaro, E.; Tien, L. ve Chu, L. (2018). First and second language use in English medium instruction context. Language Teaching Research, 1-21.
  • Richards, J. C. ve Schmidt, R. (2002). Longman dictionary of language teaching & applied linguistics, Longman.
  • Şener, S. ve Korkut, P. (2017). Teacher trainees’ awareness regarding mother tongue use in English as a foreign language classes. Journal of Language and Linguistic Studies, 13(1), 41-61.
  • Thompson, L. (2017). Mother tongue. M. Byram ve A. Hu (Ed.). Routledge encyclopedia of language teaching and learning. (ss. 474-476). Routledge Taylor  Francis Group.
  • Turnbull, M. ve Arnett, K. (2002). Teachers’ uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22(1) 204-218.
There are 15 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mustafa Durmuş 0000-0002-5337-3113

Publication Date December 30, 2019
Published in Issue Year 2019 Volume: 9 Issue: 3

Cite

APA Durmuş, M. (2019). The Role of L1 in Foreign Language Teaching Classrooms. Sakarya University Journal of Education, 9(3), 567-576. https://doi.org/10.19126/suje.614963