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

Öz

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.

Anahtar Kelimeler

• 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

Öz

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.

Anahtar Kelimeler

• First language use
• EFL teaching
• teacher perception

Kaynakça

1. Ali, F. (2020). Instructor L1 use and its impact on L2 classroom learning. Journal of Foreign Language Education and Technology, 5 (1), 125-155.
2. Almohaimeed, M. S., & Almurshed, H. M. (2018). Foreign language learners’ attitudes and perceptions of L1 use in L2 classroom. Arab World English Journal, 9(4), 433-446. https://dx.doi.org/10.24093/awej/vol9no4.32
3. Aoyama, R. (2020). Exploring Japanese high school students’ L1 use in translanguaging in the communicative EFL classroom. TESL-EJ 23 (4), 1-18.
4. Azkarai,A. (2015). L1 use in EFL task-based interaction: a matter of gender? European Journal of Applied Linguistics, 3, 159-179. 10.1515/eujal-2016-9911.
5. Baş, G. (2012). Attitude scale for elementary English course: Validity and reliability study. International Online Journal of Educational Sciences, 4 (2), 411-424.
6. Bozorgian, H., & Fallahpour, S. (2015). Teachers’ and students’ amount and purpose of L1 use: English as foreign language (EFL) classrooms in Iran. Iranian Journal of Language Teaching Research, 3 (2), 67-81.
7. Balushi, A., & Rahman, H. M. A. R. (2020). The reasons of using L1 in ESL classrooms. Language Teaching Research Quarterly, 16, 56-70.
8. Chichon, J. P. (2018). An analysis of instructors' perspectives to first language (L1) use in monolingual Japanese university contexts. Journal of English as an International Language, 13 (2.1), 100-121.

9. De La Campa, J., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42 (4), 742-759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
10. Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.htmlpdfurl=https%3A%2F%2Fwww.britishcouncil.es%2Fsites%2Fdefault%2Ffiles%2Fbritish_council_english_as_a_medium_of_instruction.pdf&clen=1193233
11. Edstrom, A. (2006). L1 use in the L2 classroom: one teacher's self-evaluation. Canadian Modern Language Review-revue Canadienne Des Langues Vivantes - CAN MOD LANG REV, 63, 275-292. 10.1353/cml.2007.0002.
12. Debreli, E., & Oyman, N. (2016). Students’ preferences on the use of mother tongue in English as a foreign language classrooms: Is it time to re-examine English-only policies?. English Language Teaching, 9 (1), 148-162. doi:10.5539/elt.v9n1p148
13. Joyce, P., von Dietze, H., von Dietze, A., & McMillan, B. (2021). Factors related to the desire for L1 support in EFL classroom. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 142-162.
14. Kaymakamoğlu, S., & Yıltanlılar, A. (2019). Non-native English teachers’ perceptions about using Turkish (L1) in EFL classroom: A case study. International Online Journal of Education and Teaching, 6 (2), 327-337.
15. Kim, E. G., Kweon S. O., & Kim, J. (2017). Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI. Journal of Multilingual and Multicultural Development, 38 (2), 130-145. http://dx.doi.org/10.1080/01434632.2016.1177061
16. Krashen, S. (2009). Principles and practice in second language acquisition. [DX Reader version]. Chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=http%3A%2F%2Fwww.sdkrashen.com%2Fcontent%2Fbooks%2Fprinciples_and_practice.pdf&clen=989105&chunk=true
17. Lázaro-Ibarrola, A. & García Mayo, M. d. P. (2012). L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Economics, 50, 135-160. 10.1515/iral-2012-0006.
18. Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44 (1), 64-77.
19. Ma, L. P. F. (2019). Examining the functions of L1 use through teacher and student interactions in an adult migrant English classroom. International Journal of Bilingual Education and Bilingualism, 22 (4), 386–401. https://doi.org/10.1080/13670050.2016.1257562
20. Mayni, S. M., & Paramasivam, S. (2021). Use of L1 in the Iranian EFL classroom. Shanlax International Journal of Education, 9 (2), 34-45. https://doi.org/10.34293/education.v9i2.3581
21. Öz. H., & Karaazmak. F. (2019). L2 learners’ perceptions of using L1 in EFL classrooms. Selçuk University Journal of Faculty of Letters, 42, 213-222. https://doi.org/10.21497/sefad.675180
22. Phuong, Yen H., & Nguyen, Thong T., (2019). Students’ perceptions towards the benefits and drawbacks of EMI classes. English Language Teaching, 12 (5), 88-100. https://doi.org/10.5539/elt.v12n5p88
23. Rivers, D. J. (2011). Strategies and struggles in the ELT classroom: language policy, learner autonomy and innovative practice. Language Awareness, 20, 31-43. https://doi.org/10.1080/09658416.2010.537343
24. Sali, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42, 308-318. https://doi.org/10.1016/j.system.2013.12.021
25. Shin, J-Y., Dixon, L. Q., & Choi, Y. (2019). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41 (5), 406-419. https://doi.org/10.1080/01434632.2019.1684928
26. Shabaka-Fernandez, S. (2021). The effect of teacher language use in Spanish EFL classrooms, The Language Learning Journal, 51 (2), 161-177. https://doi.org/10.1080/09571736.2021.1970794
27. Tanış, A., Harman Şensoy, F., & Atay, D. (2020). The effects of L1 use and dialogic instruction on EFL writing. Eurasian Journal of Applied Linguistic, 6 (1), 1-21. http://dx.doi.org/10.32601/ejal.710178
28. Taşçı, S., & Aksu Ataç, B. (2020). L1 use in L2 teaching: The amount, functions, and perception towards the use of L1 in Turkish primary school context. International Online Journal of Education and Teaching, 7 (2), 655-667.
29. Turnbull, M., & 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.
30. Wach, A., & Monroy, F. (2019). Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees. Language Teaching Research, 24 (6), 855-873. doi:10.1177/1362168819830422
31. Wilden, E., & Porsch, R. (2020). Teachers' Self-Reported L1 and L2 Use and Self-Assessed L2 Proficiency in Primary EFL Education. Studies in Second Language Learning and Teaching, 10 (3), 631-655. https://doi.org/10.14746/ssllt.2020.10.3.9
32. Yüzlü, M. Y., & Atay, D. (2020). The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels. Journal of Language and Linguistic Studies, 16 (2), 864-882. Doi: 10.17263/jlls.759330