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The Use of L1 in Foreign Language Teaching: When, How Much, Why – When

Yıl 2010, Cilt: 6 Sayı: 1, 1 - 14, 01.11.2011

Öz

The historical development of the foreign language teaching methods is studied, it is observed that the dispute over the use of the native language (L1) has kept its liveliness in the EFL (English as a Foreign Language) classes. While some condemn the use of L1, others argue the monolingual approaches like the English-Only policy are not educational. However, with the evolution of English into a global language, foreign language teaching methods have been diversified and the ban on L1 use has come into question. In this study, classroom discourse analyses and research on teacherstudent ideas about L1 use were outlined and when, how much and why L1 is used in the EFL classes were discussed.

Kaynakça

  • Auerbach, E.R. (1993). Reexamining English Only in the ESL classroom. TESOL Quarterly, 27 (1), 9-32. İnternetten 2 Ocak 2009’da elde edilmiştir: <http://www.jstor.org/stable/3586949>.
  • Auerbach, E.R. (1994). Comments on Elsa Roberts Auerbach’s “reexamining English Only in the ESL classroom” the author responds. TESOL Quarterly, 28 (1), 157-161. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/3587204>.
  • Barker, D. (2003). Why English teachers in Japan need to learn Japanese. The Language Teacher Online, 27 (2). İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.jalt-publications.org/tlt /articles/2003/02/barker>.
  • Buckmaster, R. (2000). First and second languages do battle for the classroom. Guardian News. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www.guardian.co.uk/education/2000/jun/22/ tefl3>.
  • Burden, P. (2000). The use of ‘Only English’ in a learner-centered university classroom in Japan. RELC Journal, 31 (1), 139-149. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://rel.sagepub. com/cgi/content/abstract/31/1/139>.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33 (2), 185-209. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/3587717>.
  • Crawford, J. (2004). Language choices in the foreign language classroom: target language or the learners’ first language? RELC Journal, 35 (1), 5-20. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://rel.sagepub.com/cgi/content/abstract/35/1/5>.
  • Deller, S. (2002). Personal prefaces. Deller, S. ve Rinvolucri, M. (Eds). Using the mother tongue. London: English Teaching Professional Delta Publishing.
  • Duff, P.A. ve Polio, C.G. (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal, 74 (2), 154-166. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/328119>.
  • Dujmović, M. (2006). The use of Croatian in the EFL classroom. Methodological Horizons, 2 (3), 91- 101. İnternetten 27 Aralık 2008’de elde edilmiştir: <http://hrcak.srce.hr/index.php?lang= en&show=clanak&id_clanak_jezik=19437>.
  • Gabrielatos, C. (2001). L1 Use in ELT: not a skeleton, but a bone of contention. Bridges, 6, 33-35. İnternetten 31 Aralık 2008’de elde edilmiştir: <http://www.gabrielatos.com/L1UseInELT- Bridges.pdf>.
  • Harmer, J. (2001). The practice of English language teaching. Harlow: Longman ELT.
  • Jenkins, J. (2005). ELF at the gate: the position of English as a lingua franca. HLT Magazine, 2. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.hltmag.co.uk/mar05/idea.htm#C2>.
  • Kang, D-M. (2008). The classroom language use of a Korean elementary school EFL teacher: another look at TETE. System, 36(2), 214-226. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www .sciencedirect.com/science/article/B6VCH-4S9RDCF-1/2/17da48cfc451c3acb91ab790fa8f3 086>
  • Kim, S.H.O. ve Elder, C. (2005). Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk. Language Teaching Research, 9 (4), 355-380. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://ltr.sagepub.com/cgi/content/ abstract/9/4/355>.
  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: theories and decision making. The Modern Language Journal, 85 (4), 531-548. İnternetten 25 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/1193074>.
  • Macaro, E. (2005). Codeswitching in the L2 classroom: a communication and learning strategy. E. Llurda (Ed.). Non-native teachers, perceptions, challenges and contributions to the profession, 5, 63-84. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://www.springerlink.com/content/ p595301320268941/>.
  • Mee-ling, L. (1996). Using the L1 sensibly in English language classrooms. Journal of Primary Education, 6 (1&2), 91-99. İnternetten 25 Aralık 2008’de elde edilmiştir: <http://sunzi1.lib. hku.hk/hkjo/view/48/4800045.pdf>.
  • Miles, R. (2004). Evaluating the use of L1 in the English language classroom. Yüksek lisans tezi, University of Birmingham. İnternetten 26 Aralık 2008’de elde edilmiştir: <http://www.cels. bham.ac.uk/resources/essays/Milesdiss.pdf>.
  • Polio, C. (1994). Comments on Elsa Roberts Auerbach’s “Reexamining English Only in the ESL classroom”: a reader reacts. TESOL Quarterly, 28 (1), 153-157. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/3587203>.
  • Polio, C.G. ve Duff, P.A. (1994). Teachers’ language use in university foreign language classrooms: a qualitative analysis of English and target language alternation. The Modern Language Journal, 78 (3), 313-326. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable /330110>.
  • Prodromou, L. (2000). From mother tongue to other tongue. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.teachingenglish.org.uk/think/articles/from-mother-tongue-other-tongue>.
  • Prodromou, L. (2002). The liberating role of the mother tongue. Deller, S. ve Rinvolucri, M. (Eds). Using the mother tongue. London: English Teaching Professional Delta Publishing.
  • Rinvolucri, M. (2008). What sort of standard does English as a lingua franca (ELF) Need to reach? A response to Jenkins. Modern English Teacher, 17 (2), 16-17.
  • Schweers, C.W. (1999). Using the L1 in the L2 classroom. English Teaching Forum, 37 (2). İnternetten 28 Aralık 2008’de elde edilmiştir: <http://12.44.14.112/forum/vols/vol37/no2/p6.htm>.
  • Shepherd, N. (2008). About language. Modern English Teacher, 17 (2), 14.
  • Shimizu, M. (2006). Monolingual or bilingual policy in the classroom. İnternetten 21 Aralık 2008’de elde edilmiştir: <http://www.kyoai.ac.jp/college/ronshuu/no-06/shimizu.pdf>.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40 (1), 36-43. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://draft.eca.state.gov/forum/vols/vol40/no1/ p36.htm#top>.
  • 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, 204-218. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://journals.cambridge.org/download.php?file=%2FAPL %2FAPL22%2FS0267190502000119a.pdf&code=46f4cae58a5342ea535dff80e4f96db5>.
  • Üstünel, E. ve Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15 (3), 302-325. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www3.interscience.wiley.com/cgi-bin/fulltext/118656763/ PDFSTART>.
  • Weschler, R. (1997). Uses of Japanese (L1) in the English classroom: Introducing the functional- translation method. The Internet TESL Journal, 3 (11). İnternetten 20 Aralık 2008’de elde edilmiştir: <http://iteslj.org/Articles/Weschler-UsingL1.html>.
  • Yıldırım, R. ve Mersinligil, G. (2000). Use of mother tongue in ELT classes: when and why? Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6 (6), 131-142. İnternetten 23 Aralık 2008’de elde edilmiştir: <http://sosyalbilimler.cukurova.edu.tr/dergi/dosyalar/2000.6.6.106.pdf>.
  • Zacharias, N. T. (2004). Teachers’ beliefs about the use of the students’ mother tongue: a survey of tertiary English teachers in Indonesia. EA Journal, 22 (1), 44-52. İnternetten 24 Aralık 2008’de elde edilmiştir: <http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X= getdoc&Lev1=pub_jnl22-1&Lev2=EAJ_22-1zac>.

Yabancı Dil Öğretiminde Ana Dil Kullanımı: Ne Zaman, Ne Kadar, Neden

Yıl 2010, Cilt: 6 Sayı: 1, 1 - 14, 01.11.2011

Öz

Yabancı dil öğretim yöntemlerinin tarihsel gelişimi incelendiğinde İngilizcenin yabancı dil olarak öğretildiği sınıflarda ana dil kullanımı konusundaki tartışmanın canlılığını koruduğu anlaşılmaktadır. Kimi çevreler ana dil kullanımını yasaklarken kimileri Sadece İngilizce politikası gibi tekdilli yaklaşımların eğitsel olmadığını savunmuştur. Ancak İngilizcenin küresel bir dile dönüşmesiyle yabancı dil öğretim yöntemleri çeşitlenmiş ve ana dil yasağı sorgulanmaya başlamıştır. Bu çalışmada ana dil kullanımına ilişkin sınıfiçi söylem çözümlemeleri ile öğretmen-öğrenci görüşlerini betimleyen araştırmalar taranmış ve yabancı dil sınıflarında ana dilin ne zaman, ne kadar ve neden kullanıldığı tartışılmıştır.

Kaynakça

  • Auerbach, E.R. (1993). Reexamining English Only in the ESL classroom. TESOL Quarterly, 27 (1), 9-32. İnternetten 2 Ocak 2009’da elde edilmiştir: <http://www.jstor.org/stable/3586949>.
  • Auerbach, E.R. (1994). Comments on Elsa Roberts Auerbach’s “reexamining English Only in the ESL classroom” the author responds. TESOL Quarterly, 28 (1), 157-161. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/3587204>.
  • Barker, D. (2003). Why English teachers in Japan need to learn Japanese. The Language Teacher Online, 27 (2). İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.jalt-publications.org/tlt /articles/2003/02/barker>.
  • Buckmaster, R. (2000). First and second languages do battle for the classroom. Guardian News. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www.guardian.co.uk/education/2000/jun/22/ tefl3>.
  • Burden, P. (2000). The use of ‘Only English’ in a learner-centered university classroom in Japan. RELC Journal, 31 (1), 139-149. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://rel.sagepub. com/cgi/content/abstract/31/1/139>.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33 (2), 185-209. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/3587717>.
  • Crawford, J. (2004). Language choices in the foreign language classroom: target language or the learners’ first language? RELC Journal, 35 (1), 5-20. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://rel.sagepub.com/cgi/content/abstract/35/1/5>.
  • Deller, S. (2002). Personal prefaces. Deller, S. ve Rinvolucri, M. (Eds). Using the mother tongue. London: English Teaching Professional Delta Publishing.
  • Duff, P.A. ve Polio, C.G. (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal, 74 (2), 154-166. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/328119>.
  • Dujmović, M. (2006). The use of Croatian in the EFL classroom. Methodological Horizons, 2 (3), 91- 101. İnternetten 27 Aralık 2008’de elde edilmiştir: <http://hrcak.srce.hr/index.php?lang= en&show=clanak&id_clanak_jezik=19437>.
  • Gabrielatos, C. (2001). L1 Use in ELT: not a skeleton, but a bone of contention. Bridges, 6, 33-35. İnternetten 31 Aralık 2008’de elde edilmiştir: <http://www.gabrielatos.com/L1UseInELT- Bridges.pdf>.
  • Harmer, J. (2001). The practice of English language teaching. Harlow: Longman ELT.
  • Jenkins, J. (2005). ELF at the gate: the position of English as a lingua franca. HLT Magazine, 2. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.hltmag.co.uk/mar05/idea.htm#C2>.
  • Kang, D-M. (2008). The classroom language use of a Korean elementary school EFL teacher: another look at TETE. System, 36(2), 214-226. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www .sciencedirect.com/science/article/B6VCH-4S9RDCF-1/2/17da48cfc451c3acb91ab790fa8f3 086>
  • Kim, S.H.O. ve Elder, C. (2005). Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk. Language Teaching Research, 9 (4), 355-380. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://ltr.sagepub.com/cgi/content/ abstract/9/4/355>.
  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: theories and decision making. The Modern Language Journal, 85 (4), 531-548. İnternetten 25 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/1193074>.
  • Macaro, E. (2005). Codeswitching in the L2 classroom: a communication and learning strategy. E. Llurda (Ed.). Non-native teachers, perceptions, challenges and contributions to the profession, 5, 63-84. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://www.springerlink.com/content/ p595301320268941/>.
  • Mee-ling, L. (1996). Using the L1 sensibly in English language classrooms. Journal of Primary Education, 6 (1&2), 91-99. İnternetten 25 Aralık 2008’de elde edilmiştir: <http://sunzi1.lib. hku.hk/hkjo/view/48/4800045.pdf>.
  • Miles, R. (2004). Evaluating the use of L1 in the English language classroom. Yüksek lisans tezi, University of Birmingham. İnternetten 26 Aralık 2008’de elde edilmiştir: <http://www.cels. bham.ac.uk/resources/essays/Milesdiss.pdf>.
  • Polio, C. (1994). Comments on Elsa Roberts Auerbach’s “Reexamining English Only in the ESL classroom”: a reader reacts. TESOL Quarterly, 28 (1), 153-157. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable/3587203>.
  • Polio, C.G. ve Duff, P.A. (1994). Teachers’ language use in university foreign language classrooms: a qualitative analysis of English and target language alternation. The Modern Language Journal, 78 (3), 313-326. İnternetten 29 Aralık 2008’de elde edilmiştir: <http://www.jstor.org/stable /330110>.
  • Prodromou, L. (2000). From mother tongue to other tongue. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://www.teachingenglish.org.uk/think/articles/from-mother-tongue-other-tongue>.
  • Prodromou, L. (2002). The liberating role of the mother tongue. Deller, S. ve Rinvolucri, M. (Eds). Using the mother tongue. London: English Teaching Professional Delta Publishing.
  • Rinvolucri, M. (2008). What sort of standard does English as a lingua franca (ELF) Need to reach? A response to Jenkins. Modern English Teacher, 17 (2), 16-17.
  • Schweers, C.W. (1999). Using the L1 in the L2 classroom. English Teaching Forum, 37 (2). İnternetten 28 Aralık 2008’de elde edilmiştir: <http://12.44.14.112/forum/vols/vol37/no2/p6.htm>.
  • Shepherd, N. (2008). About language. Modern English Teacher, 17 (2), 14.
  • Shimizu, M. (2006). Monolingual or bilingual policy in the classroom. İnternetten 21 Aralık 2008’de elde edilmiştir: <http://www.kyoai.ac.jp/college/ronshuu/no-06/shimizu.pdf>.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40 (1), 36-43. İnternetten 28 Aralık 2008’de elde edilmiştir: <http://draft.eca.state.gov/forum/vols/vol40/no1/ p36.htm#top>.
  • 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, 204-218. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://journals.cambridge.org/download.php?file=%2FAPL %2FAPL22%2FS0267190502000119a.pdf&code=46f4cae58a5342ea535dff80e4f96db5>.
  • Üstünel, E. ve Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15 (3), 302-325. İnternetten 30 Aralık 2008’de elde edilmiştir: <http://www3.interscience.wiley.com/cgi-bin/fulltext/118656763/ PDFSTART>.
  • Weschler, R. (1997). Uses of Japanese (L1) in the English classroom: Introducing the functional- translation method. The Internet TESL Journal, 3 (11). İnternetten 20 Aralık 2008’de elde edilmiştir: <http://iteslj.org/Articles/Weschler-UsingL1.html>.
  • Yıldırım, R. ve Mersinligil, G. (2000). Use of mother tongue in ELT classes: when and why? Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6 (6), 131-142. İnternetten 23 Aralık 2008’de elde edilmiştir: <http://sosyalbilimler.cukurova.edu.tr/dergi/dosyalar/2000.6.6.106.pdf>.
  • Zacharias, N. T. (2004). Teachers’ beliefs about the use of the students’ mother tongue: a survey of tertiary English teachers in Indonesia. EA Journal, 22 (1), 44-52. İnternetten 24 Aralık 2008’de elde edilmiştir: <http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X= getdoc&Lev1=pub_jnl22-1&Lev2=EAJ_22-1zac>.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Meliha Şimşek Bu kişi benim

Yayımlanma Tarihi 1 Kasım 2011
Yayımlandığı Sayı Yıl 2010 Cilt: 6 Sayı: 1

Kaynak Göster

APA Şimşek, M. (2011). Yabancı Dil Öğretiminde Ana Dil Kullanımı: Ne Zaman, Ne Kadar, Neden. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 1-14.

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