Anadili İngilizce Olmayan İngilizce Öğretmenlerinin Türkiye Ortaokulları Bağlamında Yabancı Dil Derslerinde Anadil Kullanımları: Amaçları, Miktarları, Tutumları

Year 2023, Volume: 6 Issue: 2, 158 - 172, 31.12.2023

Nilüfer Aybirdi , Turgay Han , Pelin Şahin

https://doi.org/10.37999/udekad.1263459

Abstract

Mevcut çalışma, yabancı ve ikinci dil olarak İngilizce dil edinimine katkıda bulunmak, yabancı dil sınıf atmosferini desteklemek ve anadilin yabancı dil derslerinde kullanılıp kullanılmaması gerektiğini ya da ne sıklıkla kullanılabileceğini incelemek için yabancı dil sınıflarında anadil kullanım miktarlarını ve amaçlarını ve İngiliz dili öğretmenlerinin bu konu hakkındaki tutumlarını Türk ortaokulları bağlamında araştırmaktadır. Çalışma aynı zamanda yabancı dil öğretmenlerinin anadil kullanımı üzerine tutumları ile sınıf uygulamalarını karşılaştırmakta ve öğretmenlere kendi derslerini gözlemleme ve yabancı dil derslerinde makul miktarda anadil kullanımı konusunda farkındalık kazanma imkânı sunmaktadır. Bu vaka çalışmasında hem nitel hem de nicel veri toplama yöntemleri kullanılmıştır. Araştırmanın veri toplama araçları tutum ölçeği, sınıf gözlem raporları ve görüşmelerdir. Araştırmanın bulguları, katılımcı 3 öğretmenin İngilizce derslerinde ortalama %28 oranında anadil kullandığını ortaya koymuştur. Öğrencilerin sınıf düzeyleri bu orana etki etmektedir. Anadil kullanım amaçları arasında yönerge vermek en sık kullanılanıdır. Diğer anadil kullanım işlevleri, kelime ve cümle çevirisi, dilbilgisi öğretimi, anlamayı kontrol etme, sınıf yönetimi, dikkat çekme ve geri bildirim verme olarak sıralanmıştır. Bu çalışmanın yabancı dil sınıflarında anadil kullanımı konusunda dil eğitmenleri ve müfredat geliştiriciler için faydalı olacağı düşünülmektedir.

Keywords

anadil kullanımı, yabancı dil öğretimi, öğretmen tutumu

Non-Native English Language Teachers’ L1 Use in L2 Classroom in Turkish Middle School Context: Amount, Purpose and Beliefs

Abstract

This study aims to investigate purposes and amount of first language (L1) use in second language (L2) classrooms and English language teachers’ beliefs in Turkish middle school context in order to promote L2 acquisition in English as a second / foreign language (ESL/EFL) classes, boost L2 classroom atmosphere and examine whether L1 is supposed to be used or how frequently L1 can be used during L2 classes. The study also compares EFL/ESL teachers’ classroom practices with their perceptions on L1 use and gives teachers opportunity to observe their own classes and raise awareness about using L1 appropriately in EFL/ESL classrooms. In this case study both qualitative and quantitative data collection methods were used. The data collection instruments were an attitude scale, classroom observation reports and interviews. The findings of the study revealed that all 3 teachers used L1 in their EFL classes 28% in average. Students’ grades affect this amount. Among the purposes of L1 use, giving instructions is the most frequently used. Other functions are listed as vocabulary/sentence translation, teaching grammar, checking comprehension, classroom management, drawing attention and giving feedback. This study is supposed to be beneficial for language instructors and curriculum developers on L1 use in L2 classrooms.

Keywords

First language use, EFL teaching, teacher perception

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