Teacher trainees’ awareness regarding mother tongue use in English as a foreign language classes

Sabriye Åžener, Perihan Korkut

Abstract


This study aims to explore the views, perceptions and suggestions of teacher trainees regarding L1 use in foreign language classes and search for their awareness of the issue. A qualitative research design was employed.  The findings revealed that more than half of the participants were convinced that mostly target language ought to be preferred in classes. They thought that excessive use of L1 deprives learners of the chances of practicing oral skills and developing communicative competence. They also stated that they will use L1 in their classes in a systematic way without overusing it.


Keywords


Foreign language education; mother tongue; code switching, teacher education

Full Text:

PDF

References


Arnfast, J. S., & Jørgensen, J. N. (2003). Code-switching as a communication, learning, and social negotiation strategy in first-year learners of Danish. International Journal of Applied Linguistics, 13, 1, 23–53.

Atkinson, D. (1987). The mother-tongue in the classroom: a neglected resource?. ELT Journal, 41,4, 241-247.

Bawcom, L. (2002). Over-using L1 in the classroom? Modern English Teacher, 11(1). Retrieved September 24, 2007, from http:// www.eltforum.com/articles/free/129.pdf

Borg, S. (2009). Language learning cognition. In A. Burns, & J.C. Richards, (Eds.), The Cambridge guide to second language teacher education (pp. 163-171). USA: Cambridge.

Çelik, S. (2008). Opening the door: An examination of mother tongue use in foreign language classrooms.

Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 75-85.

Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57,3, 402-423.

Dailey-O’Cain, J., & Liebscher, B. (2015). Primary language use in foreign language classrooms. In M.Bigelow & J. Ennser-Kananen (Eds.). The Routledge Handbook of Educational Linguistics (pp.327-338). New York: Routledge.

Deckrow, E.R. (2005). Code-switching in a second-grade classroom: A teacher research study. Unpublished Doctoral Dissertation, New Mexico State.

Ellis, R. (2011). The study of second language acquisition. (2nd ed.). China: Oxford.

Elridge, J. (1996). Code-switching in a Turkish secondary school. ELT Journal, 50,4, 303-311.

Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge.

Gabrielatos, C. (2001). L1 use in ELT: Not a skeleton, but a bone of contention. A response to Prodromou. Bridges, 6, 33-35.

Gardner, B. & Gardner, F. (2000) Classroom English. Oxford University Press: Oxford.

Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32,2, 23-44.

Harbord, J. (1992). The use of the mother tongue in the classroom. ELT Journal, 46, 4, 350-355.

Harmer, J. (2001). The practice of English language learning (3rd ed.). China: Pearson Education Limited.

Kafes, H. (2011). A Neglected resource or an overvalued illusion: L1 use in the foreign language classroom.

International Journal on New Trends in Education and Their Implications. 2, 2, 128-140.

Kahraman, A. (2009). The role of mother tongue in fostering affective factors in ELT classrooms. English as an International Language Journal, 5, 107-128.

Kayaoğlu, M.N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective.Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32, 2, 25-35.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford ; New York: Oxford University Press.

Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E.Llurda (Ed.). Non-Native Language Teachers: Perceptions, challenges and contributions to the profession (pp.63-84). Springer: New York.

Özçelik, N. (2013). Mother tongue use in French foreign language classrooms. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 8, 10, 541-553.

Parks, S. (2015). Maximizing target language use in a pre-service practicum: Tensions, power,and identity formation. Teaching English as a Second or Foreign language, 19, 1-12.

Poole, B. (2010). Commitment and criticality: Fairclough’s critical discourse analysis evaluated. International Journal of Applied Linguistics. 20(2). 137-155.

Raman, Y., & YiÄŸitoglu, N. (2015). Friend or foe?: English as the medium of instruction policy versus code switching practices. IJRTE - The International Journal of Research in Teacher Education, 6, 3, 1-23.

Roberts, J. (1998). Language Teacher Education.GB: Arnold.

Salı, P. (2014). An analysis of the teachers’ use of L1 in Turkish EFL classrooms. System, 42, 308-318.

Sarıçoban, A. (2010). Should Native Language Be Allowed in Foreign Language Classes? Eğitim Arastırmaları-Eurasian Journal of Educational Research, 38, 164-178.

Schweers, W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37, 2, 6-9.

Solhi, M., & Büyükyazı, M. (2011). The use of first language in the EFL classroom: A facilitating or debilitating device? In Proceedings of the 1st International Conference on Foreign Language Teaching and Applied Linguistics, Sarajevo, Bosnia and Herzegovina.

Treffers-Daller, J. (1998). Ambiguity and transfer in bilingual first language acquisition?, Bilingualism: Language and Cognition, 1, 3, 151 - 171.

Üstünel, E. (2009). The Sequential Organization of Code-Switching in EFL Classrooms. Verlag Dr. Müller: Saarbrücken.

Yatağanbaba, E., & Yıldırım, R. (2015). EFL teachers’ code-switching in Turkish secondary EFL young language learner classrooms. International Journal of Linguistics, 7, 1, 82-101.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies