The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and Perspective

Yıl 2012, , 25 - 35, 01.04.2012

M. Naci Kayaoğlu

https://doi.org/10.9779/PUJE492

Cited By: 13

Öz

There has been a longstanding debate over whether the use of mother tongue in EFL classes should be avoided or welcomed. To what extent the use of L1 facilitates L2 learning or poses a debilitating effect on learners has been a perennial issue in second language learning. In spite of a lack of substantial empirical evidence favoring or hindering the use of mother tongue, some avoid using L1(mother tongue) in foreign language classes due to the popular belief that the role of L1 in SLA gets in the way of or interferes with the learning of L2, while others take a different position for various reasons. The aim of this study was to explore the theoretical and practical positions of English teachers in the use of first language in their classroom instruction. A total of 44 teachers of English at Karadeniz Technical University were involved in the study. The data were collected by administering a questionnaire containing 35 items and analyzed in SPSS 16.00. An in-depth interview with 12 participants was also used to gain more insight into the teachers’ current classroom practices. Overall analysis indicates that a great majority of the teachers were found to take a practical and pragmatic position in the use of L1 instead of adhering to popular beliefs on this topic.

Anahtar Kelimeler

Mother tongue, L1, foreign language teaching, language teachers

Öğretmen Uygulama ve Perspektifinden Yabancı Dil Öğretiminde Anadil Kullanımı

Öz

Yabancı dil sınıflarında anadil kullanımından kaçınılması veya dahil edilmesi konusunda uzun süredir devam eden tartışmalar vardır. Anadilin ikinci dil öğrenimini kolaylaştırdığı veya öğrencilerin dil öğrenme sürecini zayıflatan bir etkiye sahip olduğu konusu, ikinci dil öğretiminde uzun yıllardır süregelen bir olgudur. Yabancı dil öğretiminde anadil kullanımını destekleyici veya da engelleyici rol oynadığını gösteren yeterli deneysel kanıtlar olmamasına rağmen, bazıları dil öğrenim sürecinde anadilin ikinci dil öğrenimini engellediği ya da öğrenim sürecine müdahale ettiği düşüncesinden dolayı ana dil kullanımından kaçınırken, bazıları da çeşitli sebeplerden dolayı farklı tavır almaktadırlar. Bu çalışmanın amacı, İngilizce öğretmenlerinin sınıf içinde anadilin kullanımıyla ilgili teorik tutumları ile uygulamadaki tavırlarını araştırmaktır. Çalışmaya Karadeniz Teknik Üniversitesinden 44 İngilizce öğretmeni katılmıştır. Veriler 35 maddeden oluşan anket aracılığıyla toplanıp ve SPSS 16.00 ile analiz edilmiştir. Ayrıca, mevcut sınıf uygulamalarıyla ilgili derinlemesine bilgi edinmek için 12 katılımcıyla geniş kapsamlı görüşme yapılmıştır. Sonuç olarak, analizler öğretmenlerin bu konuyla ilgili geleneksel görüşlere bağlı kalmak yerine, ana dilin kullanımıyla ilgili pratik ve faydacı bir tavır aldıklarını göstermiştir.

Anahtar Kelimeler

Ana dil, L1, yabancı dil öğretimi, dil öğreticisi

Kaynakça

• Ahmad, B. H., & Jusoff, K. (2009). Teachers’ code- switching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55.
• Anton, M., & Dicamilla, F. J. (1999). Socio-cognitive functions of collaborative interaction in the L2 classroom. The Modern Language Journal, 83, 233-247.
• Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4), 331-338. doi: 10.1093/elt/ ccm090.
• Cohen, L., Manion, L., & Morrison, K. (2007).Research methods in education (6th.ed.). New York, NY: Routledge.
• Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423.
• Copland, F., & Neokleous, G. (2011). L1 to teach L2: Complexities and contradictions. ELT Journal, 65(3), 270-280. doi: 10.1093/elt/ ccq047.
• Çelik, S. (2008). Opening the door: An examination of mother tongue use in foreign language classrooms [Yabancı dil sınıflarında ana dil kullanımının incelenmesi]. acettepeÜniver sitesiEğitimFakültesiDergisi (H. U. Journal of Education), 34, 75-85.
• De la Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742-759.
• De la Colina, A. A., & Mayo, M. D. P. G. (2009).Oral interaction in task-based EFL learning: The use of L1 as a cognitive tool. IRAL, 47, 325- 345. doi: 10.151/iral.2009.014.
• Edstrom, A. (2006). L1 use in the L2 classroom: One teacher’s self-evaluation. The Canadian Modern Language Review, 63(2), 275-292.
• Gabrielatos, C. (2001). L1 use in ELT: Not a skeleton, but a bone of contention. TESOL Greece Newsletter, 70, 6-9.
• Giannikas, C. N. (2011). L1 in English language learning: A research study in a Greek regional context. International Journal of Applied Linguistics, 21(3), 319-339.
• Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32(2), 23-44.
• Huerta-Macias, A., & Kephart, K. (2009). Reflections on native language use in adult ESL classrooms. Adult Basic Education and Literacy Journal, 3(2), 82-96.
• Jingxia, L. (2010). Teachers’ code-switching to the L1 in EFL classroom. The Open Applied Linguistics Journal, 3, 10-23.
• Kahraman, A. (2009). The role of the mother tongue in fostering affective factors in ELT classrooms.Journal of English as an International Language, 5, 107-128.
• Kayaoğlu, M. N., Öztürk, Z., & DağAkbaş, R. (2010). L1 use in EFL classroom: The attitudes of students. Dinçay, K., Erten, İ. H., ZehirTopkaya, E., &Yavuz, A. (Eds.) The 6th International ELT Research Conference Proceedings: Current trends in SLA research and language teaching (pp. 401-407). Selçuk, İzmir: ÇanakkaleOnsekiz Mart University.
• Kim, Y., & Petraki, E. (2009). Students’ and teachers’ use of and attitudes to L1 in the EFL classrooms. Asian EFL Journal, 11(4), 58-89.
• Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85, 531-548.
• McMillan, B., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39, 251-263. doi: 10.1016/j. system.2011.04.011.
• Robson, C. (1993). Real world research: A resource for social scientists and practitioner- researchers. Oxford, UK: Basil Blackwell Inc.
• Richards, J. C., & Schmidt, R. (2002).Dictionary of language teaching and applied linguistics (3rd ed.). Essex, England: Pearson Education Limited.
• Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65(2), 249-273. doi:10.3138/cmlr.65.2.249.
• Sampson, A. (2011). Learner code-switching versus English only.ELT Journal, 3, 1-11. doi: 10.1093/elt/ccr067
• Sarıçoban, A. (2010). Should native languages be allowed in foreign language classes? Eurasian Journal of Educational Research, 38, 164-178.
• Scott, V., & de la Fuente, M. J. (2008). What’s the problem? L2 learners’ use of the L1 during consciousness-raising, form-focused tasks. The Modern Language Journal, 92(i), 100-113.
• Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum,40(1), 36-43.
• Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but… The Canadian Modern Language Review, 57(4), 531-540.