Araştırma Makalesi
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Teachers ' opinions on the use of L1 in EFL classes

Yıl 2019, Cilt: 15 Sayı: 3, 861 - 875, 01.10.2019
https://doi.org/10.17263/jlls.631526

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Teachers ' opinions on the use of L1 in EFL classes



The use of L1 in EFL classes has still been a controversial topic. Therefore, this study investigates the attitudes of university teachers towards the use of L1, and seek their opinions regarding the purposes for which L1 should be used in English classes. A questionnaire of 26 items with a five-point likert-type scale was administered, followed by a face-to face semi-structured interview through two open-ended questions. Descriptive and content analysis methods were employed. The results show that the use of L1 in L2 classes has  facilitating functions in L2 learning environment and teachers do not perceive L1 as a hindering factor at the early stages of English learning; they believe that L1 should be used with low-proficiency level students when making students aware of the differences and similarities between L1 and L2, explaining new vocabulary, clarifying difficult concepts, solving disciplinary problems and teaching grammar. The teachers’ overall attitude towards using L1 was found to be slightly negative in line with the results of the questionnaire, yet contradicted with those of the interview. It could be concluded that judicious use of L1 is favoured by teachers.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 İnal, Sevim



Affiliated
institution (University)



 



Country



 



Email
address



 sevim.inal@gmail.com



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 



Author 2



Author
(Last name, First name)



 Turhanlı, Irmak



Affiliated
institution (University)



 



Country



 



Email
address



 irmakturhanli@hotmail.com



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Alshammari, M. M. (2011). The use of the mother tongue in Saudi EFL classrooms. Journal of International Education Research, 7(4), 95-102.
  • Auerbach, E. 1993. Reexaming English only in the ESL classroom. TESOL Quarterly 27, 1, pp. 9–32.
  • Burden, P. (2001). When do native English speaking teachers and Japanese college students disagree about the use of Japanese in the English conversation classroom?, The Language Teacher Online, 25(4).
  • Burden, P. (2000). The use of the students mother tongue in monolingual English “conversation” classes at Japanese universities, The Language Teacher Online, 24(6).
  • Elmetwally, E. E. (2012). Students’ and teachers’ attitudes towards the use of learners’ mother tongue in English language classrooms in UAE public high schools. The British University in Dubai, Dubai.
  • Gaebler, P. (2014). L1 use in FL classrooms: graduate students’ and professors’ perceptions of English use in foreign language courses. The CATESOL Journal, 25(1), 66-83.
  • Jancova, L. (2010). Translation and the role of the mother tongue in ELT. Palacky University Olomouc, Olomouc.
  • Kavaliauskienè, G. & Kaminskienè, L. ( 2007). Translations as a learning tool in English for specific purposes, Kalbotyra, 57(3) . Kayaoğlu, M. N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(2), 25-35.
  • Kelilo, J. A. (2012). Exploring the use of first language in ‘English focus’ EFL classrooms: focus on Jimma teachers’ college. Jimma University, Jimma. http://asian-efl-journal.com/wp-content/uploads/mgm/downloads/69453700.pdf
  • Kıcır, Z., & Mahmutoğlu, H. (2013). The use of mother tongue in EFL classrooms. EUL Journal of Social Sciences, 4(1), 49-72.
  • Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21. doi:10.5294/laclil.2013.6.2.1 eISSN 2322-9721.
  • Mahmoudi, L., & Amirkhiz, S. (2011). The use of Persian in the EFL Classroom The case of English Teaching and Learning at pre-university level in Iran. English Language Learning Journal, 4, 135-140
  • Sarandi, H. (2013). The use of L1 in English preparatory schools: where is the balance?. Anthropologist, 16(1-2), 325-335.
  • Storch, N., & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14, 355-375.
  • Tang, J. (2002). Using L1 in the English Classroom. January 2002, English Language Forum
  • Timor, T. (2012). Use of mother tongue in teaching a foreign language. Language Education in Asia, 3(1), 7-17. Advance online publication. doi:10.5746/LEIA/12/V3/I1/A02.
  • Turhanlı, I. (2018). The use of L1 as the mother tongue in EFL classrooms.MA Dissertation Çanakkale Onsekiz Mart University, Çanakkale
Yıl 2019, Cilt: 15 Sayı: 3, 861 - 875, 01.10.2019
https://doi.org/10.17263/jlls.631526

Öz

Kaynakça

  • Alshammari, M. M. (2011). The use of the mother tongue in Saudi EFL classrooms. Journal of International Education Research, 7(4), 95-102.
  • Auerbach, E. 1993. Reexaming English only in the ESL classroom. TESOL Quarterly 27, 1, pp. 9–32.
  • Burden, P. (2001). When do native English speaking teachers and Japanese college students disagree about the use of Japanese in the English conversation classroom?, The Language Teacher Online, 25(4).
  • Burden, P. (2000). The use of the students mother tongue in monolingual English “conversation” classes at Japanese universities, The Language Teacher Online, 24(6).
  • Elmetwally, E. E. (2012). Students’ and teachers’ attitudes towards the use of learners’ mother tongue in English language classrooms in UAE public high schools. The British University in Dubai, Dubai.
  • Gaebler, P. (2014). L1 use in FL classrooms: graduate students’ and professors’ perceptions of English use in foreign language courses. The CATESOL Journal, 25(1), 66-83.
  • Jancova, L. (2010). Translation and the role of the mother tongue in ELT. Palacky University Olomouc, Olomouc.
  • Kavaliauskienè, G. & Kaminskienè, L. ( 2007). Translations as a learning tool in English for specific purposes, Kalbotyra, 57(3) . Kayaoğlu, M. N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(2), 25-35.
  • Kelilo, J. A. (2012). Exploring the use of first language in ‘English focus’ EFL classrooms: focus on Jimma teachers’ college. Jimma University, Jimma. http://asian-efl-journal.com/wp-content/uploads/mgm/downloads/69453700.pdf
  • Kıcır, Z., & Mahmutoğlu, H. (2013). The use of mother tongue in EFL classrooms. EUL Journal of Social Sciences, 4(1), 49-72.
  • Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21. doi:10.5294/laclil.2013.6.2.1 eISSN 2322-9721.
  • Mahmoudi, L., & Amirkhiz, S. (2011). The use of Persian in the EFL Classroom The case of English Teaching and Learning at pre-university level in Iran. English Language Learning Journal, 4, 135-140
  • Sarandi, H. (2013). The use of L1 in English preparatory schools: where is the balance?. Anthropologist, 16(1-2), 325-335.
  • Storch, N., & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14, 355-375.
  • Tang, J. (2002). Using L1 in the English Classroom. January 2002, English Language Forum
  • Timor, T. (2012). Use of mother tongue in teaching a foreign language. Language Education in Asia, 3(1), 7-17. Advance online publication. doi:10.5746/LEIA/12/V3/I1/A02.
  • Turhanlı, I. (2018). The use of L1 as the mother tongue in EFL classrooms.MA Dissertation Çanakkale Onsekiz Mart University, Çanakkale
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Sevim İnal

İrmak Turhanlı Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 15 Sayı: 3

Kaynak Göster

APA İnal, S., & Turhanlı, İ. (2019). Teachers ’ opinions on the use of L1 in EFL classes. Journal of Language and Linguistic Studies, 15(3), 861-875. https://doi.org/10.17263/jlls.631526
AMA İnal S, Turhanlı İ. Teachers ’ opinions on the use of L1 in EFL classes. Journal of Language and Linguistic Studies. Ekim 2019;15(3):861-875. doi:10.17263/jlls.631526
Chicago İnal, Sevim, ve İrmak Turhanlı. “Teachers ’ Opinions on the Use of L1 in EFL Classes”. Journal of Language and Linguistic Studies 15, sy. 3 (Ekim 2019): 861-75. https://doi.org/10.17263/jlls.631526.
EndNote İnal S, Turhanlı İ (01 Ekim 2019) Teachers ’ opinions on the use of L1 in EFL classes. Journal of Language and Linguistic Studies 15 3 861–875.
IEEE S. İnal ve İ. Turhanlı, “Teachers ’ opinions on the use of L1 in EFL classes”, Journal of Language and Linguistic Studies, c. 15, sy. 3, ss. 861–875, 2019, doi: 10.17263/jlls.631526.
ISNAD İnal, Sevim - Turhanlı, İrmak. “Teachers ’ Opinions on the Use of L1 in EFL Classes”. Journal of Language and Linguistic Studies 15/3 (Ekim 2019), 861-875. https://doi.org/10.17263/jlls.631526.
JAMA İnal S, Turhanlı İ. Teachers ’ opinions on the use of L1 in EFL classes. Journal of Language and Linguistic Studies. 2019;15:861–875.
MLA İnal, Sevim ve İrmak Turhanlı. “Teachers ’ Opinions on the Use of L1 in EFL Classes”. Journal of Language and Linguistic Studies, c. 15, sy. 3, 2019, ss. 861-75, doi:10.17263/jlls.631526.
Vancouver İnal S, Turhanlı İ. Teachers ’ opinions on the use of L1 in EFL classes. Journal of Language and Linguistic Studies. 2019;15(3):861-75.