TEACHERS’ PERCEPTIONS ON USING FIRST LANGUAGE IN NORTHERN CYPRUS EFL CLASSROOMS

Yıl 2020, Cilt: 3 Sayı: 2, 11 - 41, 30.09.2020

Gülsen Burat Çise Çavuşoğlu

Öz

The use of the first language (L1) in English as a Foreign Language (EFL) classes has been a controversial topic in the field. There are several approaches towards using L1 in EFL classrooms; while some teachers claim that L1 should not be used, others think that it has an important role in facilitating EFL learning. The present study aimed at investigating EFL teachers’ perceptions about using L1 and the cases in which they do so in the context of state schools in northern Cyprus. In addition, possible differences in their perceptions and practices based on age, gender, first language, level of education, place of graduation, faculty of graduation, years of teaching experience and grade level taught were analyzed. In total, 170 EFL teachers participated in the study, where a researcher-made questionnaire was employed to collect data about their perceptions. Data were analyzed quantitatively through descriptive statistics and parametric inferential tests were also run to identify possible differences based on the given categories. The results showed that the majority of the teachers had a neutral approach towards using L1 in EFL classrooms; they preferred to use L1 when there was a need. The results also revealed that while there is no difference in their perceptions regarding using L1 in the classroom based on gender, several differences were identified in terms of years of teaching

Anahtar Kelimeler

Use of first language, L1, English as a foreign language, teacher's perceptions

Kaynakça

• Afzal, S. (2013). Using of the first language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Sciences, 4(7), 1846-1854.
• Arifin, H. M. (2015). The influence of competence, motivation, and organizational culture to high school teacher job satisfaction, and performance. International Education Studies, 8(1), 38-45.
• Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.
• Auerbach, E.R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
• Bensen, H., & Çavuşoğlu, Ç. (2013). Reasons for the teachers uses of code-switching in adult EFL classrooms. Hasan Ali Yücel Faculty of Education Journal, 20(2), 69-82.
• Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York, NY: Longman.
• Brown, H. D. (2001). Teaching by principles: An interactive approach to language. New York, NY: Longman.
• Cole, S. (1998). The use of L1 in communicative English classrooms. Language Teacher Kyoto-JALT-, 22, 11-14.
• Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review. 57(3), 402-423.
• Cudi, B., Kılıç, M. E., & Kaplan, Ö. (2014). Teachers’ and learners’ perceptions about using L1 in English language classrooms. Retrieved from https://www.academia.edu/11939407/TEACHERS_AND_LEARNERS_PERCEPTIONS_ABOUT_USING_L1_IN_ENGLISH_LANGUAGE_CLASSROOMS on 7 June 2020.
• Çelik, Ş. S, & Aydın, S. (2018). A review of research on the use of native language in EFL classes. The Literacy Trek, 4(2), 1-14.
• Debreli, E. (2016). Perceptions of non-native EFL teachers’ on L1 use in EFL classrooms:
• Implication for language program development. Canadian Center of Science and Education, 9(3), 24-32.
• Deller, S., & Rinvolucri, M. (2002). Using the mother tongue: Making the most of the learner’s language. London: Delta Publishing.
• Erkan, S. T. (2019). The perceptions of mother tongue use in EFL classes on second language learning (Unpublished doctoral dissertation). On Sekiz Mart University in Çanakkale, Turkey.
• Freeman, L. D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.
• Howatt, A.P.R. (1984). A history of English language teaching. Oxford: Oxford University Press.
• Kayaoğlu, M. N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective. Pamukkale University Faculty of Education Journal, 32(2), 25-35.
• Kaymakamoğlu, S., & Yıltanlılar, A. (2019). Non-native English teachers’ perceptions about using Turkish (L1) in EFL classrooms: A case study. International Online Journal of Education and Teaching (IOJET), 6(2), 327-337.
• Kellerman, E. (1995). Crosslinguistic influence: Transfer to nowhere? Annual Review of Applied Linguistics, 15, 125-150.
• Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
• Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Cambridge Journals, 44(1). 64-77.
• Mahmutoğlu, H., & Kıcır, Z. (2013). The use of mother tongue in EFL classrooms. EUL Journal of Social Sciences, 4(1), 49-72.
• Miles, R. (2004). Evaluating the use of L1 in the English language classroom (Unpublished master’s thesis). University of Birmingham Department of English Language Teaching, Birmingham, United Kingdom.
• Mishra, P., Singh, U., Pandey, C. M., Mishra1, P., & Pandey2, G. (2019). Application of students’ t-test, analysis of variance, and covariance. Annals of Cardiac Anesthesia, 22(4), 407-411.
• Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.
• Nazary, M. (2008). The role of L1 in L2 acquisition: Attitudes of Iranian university students. Novitas Royal, 2(2), 138- 153.
• Paker, T. & Karaağaç, Ö. (2015). The use and functions of mother tongue in EFL classes. Procedia-Social and Behavioral Sciences, 199, 111–119.
• Phillipson, R. (1992). ELT: the native speaker’s burden? ELT Journal, 40(1), 12-18.
• Sali, P. (2014). An analysis of the teachers' use of L1 in Turkish EFL classrooms. System, 42, 308-318.
• Sarıçoban, A. (2010). Should native languages be allowed in foreign language classes?Eurasian Journal of Educational Research, 38, 164-178.
• Sipra, M. A. (2007). Bilingualism as Teaching Aid in a Language Class: L1 as a Facilitator in Teaching / Learning Process of L2 at Intermediate/Certificate Level (Unpublished doctoral dissertation). National University of Modern Languages, Islamabad.
• Sukamolson, S. (2007). Fundamentals of quantitative research (Unpublished doctoral dissertation). Language Institute Chulalongkorn University, Bangkok.
• Şahin, M., & Şahin, T. (2019). İngilizce derslerinde anadil kullanımı üzerinde bir araştırma. IBAD Journal of Social Sciences, 5, 379-396.
• Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 1-12.
• Turnbull, M., & Arnett, K. (2002). 11. Teachers’ uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204-218.
• Vygotsky, L. S. (1962). Thought and language. In Robert & Carton (eds.). The Collected Works of L.S. Vygotsky.
• Yenice, Z. E., (2018). The use of L1 in EFL classrooms in the context of Turkey. Retrieved from https://www.researchgate.net/profile/Zeynep_Yenice/publication/325253968_The_Use_of_L1_in_EFL_Classrooms_in_the_Context_of_Turkey/links/5b00a00baca2720ba097041e/The-Use-of-L1-in-EFL-Classrooms-in-the-Context-of-Turkey.pdf on 6 May 2020.