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

Abstract

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.