Buradasınız

Student Teachers’ Opinions On Mentor Teachers’ Use Of Native Language

Student Teachers’ Opinions On Mentor Teachers’ Use Of Native Language

Journal Name:

Publication Year:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Although there have been attempts for a bilingual method that makes active use of codeswitching in the foreign language class, exclusive use of the target language remains an undisputed practice from primary to tertiary education around the world. For this reason, a survey consisting of three closed-ended and four open-ended questions was administered to 30 student teachers (Department of Foreign Language Education, METU) in order to investigate their perspectives on mentor teachers’ use of native language (L1) and codeswitching in the EFL class. It was found that there is L1-dominance in the practicum classes and the students’ low level of English is the major excuse for the randomness of L1 use, whereas its sparing uses concentrate on managerial and clarification purposes. While two-thirds of the student teachers supported the use of L1 and reported varied benefits of codeswitching, the rest rejected it under the influence of monolingualism.
Abstract (Original Language): 
Öğretmen Adaylarının Yönder Öğretmenlerin Anadil Kullanımına İlişkin Görüşleri. Yabancı dil sınıfında dil değiştirmeden etkin olarak yararlanan ikidilli bir yöntem için girişimlerde bulunulduysa da yalnızca erek dilin kullanımı tartışmasız bir uygulama olarak varlığını ilköğretimden yükseköğretime tüm dünyada sürdürmektedir. Bu nedenle, üç kapalı ve dört açık-uçlu sorudan oluşan bir anket 30 öğretmen adayına (Yabancı Diller Eğitimi Bölümü, ODTÜ) yönder öğretmenlerinin anadil kullanımına ve yabancı dil sınıfında dil değiştirmeye ilişkin görüşlerini araştırmak için verilmiştir. Uygulama sınıflarında anadilin baskın olduğu, anadilin rastgele kullanımına başlıca gerekçe olarak öğrencilerin düşük İngilizce düzeylerinin gösterildiği, anadilin amaçlı kullanımlarının ise yönetsel ve açıklama odaklı olduğu saptanmıştır. Öğretmen adaylarının üçte ikisi anadil kullanımını destekleyip dil değiştirmenin çeşitli yararlarını belirtirken geri kalanı tekdilliliğin etkisiyle karşısındadır.
FULL TEXT (PDF): 
69-85

REFERENCES

References: 

Atkinson, D. (1987). The Mother Tongue in the Classroom: A Neglected Source?. ELT Journal, 41 (4),
241-247. Retrieved December 27, 2011 from:

Atkinson, D. (1993). Teaching Monolingual Classes. Essex: Longman Group UK Limited.Barak, L. & Yinon, H. (2005). Different But Similar: Student Teachers’ Perspectives on the Use of L1 in
Arab and Jewish EFL Classroom Settings. Language, Culture and Curriculum, 18 (1), 91-113.
Retrieved June 16, 2011, from:
Bacherman, D. M. (2007). The Use of Students’ First Language in Second-Language Learning in a
Computer-Based Environment. Doctoral Dissertation, Walden University. Retrieved November 9,
2008, from Dissertations & Theses: Full Text database. (Publication No. AAT 3240051).
Beressa, K. (2003). Using L1 In The Efl Classroom: The Case Of The Oromo Language With Particular
Reference To Adama Teachers College. M.A. Thesis. Addis Ababa University. Retrieved June 20,
2011, from:

Borg, M. (2004). The Apprenticeship of Observation. ELT Journal, 58 (3), 274-276. Retrieved December
11, 2011, from:
Burden, P. (2000). The Use of ‘Only English’ in a Learner-Centered University Classroom in Japan. RELC
Journal, 31 (1), 139-149. Retrieved December 29, 2008, from:

Butzkamm, W. (2000). Bilingual Method. In Michael Byram (Ed.), Routledge Encyclopedia of Language
Teaching and Learning, (pp. 84-87). New York: Routledge. Retrieved August 10, 2011, from:

Ciambrone, D. (2004). Anonymity. In M.S. Lewis-Beck, A. Bryman & T. F. Liao (Eds.), The SAGE
Encyclopedia of Social Science Research Methods (pp. 18-19). California: SAGE Publications.
Cook, V. (1989). Reciprocal Language Teaching: Another Alternative. Modern English Teacher, 16 (3/4),
48-53. Retrieved January 2, 2009, from:

Cook, V. (1999). Going Beyond the Native Speaker in Language Teaching. TESOL Quarterly, 33 (2), 185-
209. Retrieved December 29, 2009, from:
Cook, V. (2001). Second Language Learning and Language Teaching. London: Arnold.
Crawford, J. (2004). Language Choices in the Foreign Language Classroom: Target Language or the
Learners’ First Language? RELC Journal, 35 (1), 5-20. Retrieved December 21, 2008, from:

Duff, P. A. & Polio, C. G. (1990). How Much Foreign Language is There in the Foreign Language
Classroom? The Modern Language Journal, 74 (2), 154-166. Retrieved May 10, 2010, from:

Ford, K. (2009). Principles and Practices of L1/L2 Use in the Japanese University EFL Classroom. JALT
Journal, 31 (1), 63-80. Retrieved August 4, 2011, from:
Gabrielatos, C. (2001). L1 Use in ELT: Not a Skeleton, But a Bone of Contention. Bridges, 6, 33-35.
Retrieved December 31, 2009, from:
Gill, S. (2005). The L1 in the L2 Classroom. HLT Magazine, 7 (5). Retrieved August 8, 2011, from:

Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University
Press.
Kang, D-M. (2008). The Classroom Languge Use of a Korean Elementary School EFL Teacher: Another
Look at TETE. System, 36 (2), 214-226. Retrieved June 20, 2010, from:

Kim, S. H. O. & Elder, C. (2005). Language Choices and Pedagogic Functions in the Foreign Language
Classroom: A Cross-Linguistic Functional Analysis of Teacher Talk. Language Teaching Research, 9
(4), 355-380. Retrieved March 30, 2009, from:
Klapper, J. (1998). Language Learning at School and University: the Great Grammar Debate Continues
(II). Language Learning Journal, 18 (1), 22-28. Retrieved August 7, 2011, from:

Lai, M. (1996). Using the L1 Sensibly in English Language Classrooms. Journal of Primary Education, 6
(1&2), 91-99. Retrieved November 25, 2009, from:

Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. Boston: Heinle.Leung, C. P. (2010). English Language Teachers' Beliefs and Attitudes in the Pedagogic Use of Cantonese
in English Classes in Hong Kong Secondary Schools. B.Ed. Dissertation. Retrieved July 12, 2011,
from:
Lotto L. & De Groot, A. M. B. (1998). Effects of Learning Method and Word Type on Acquiring
Vocabulary in an Unfamiliar Language. Language Learning Journal, 48 (1), 31-69. Abstract. Retrieved
August 1, 2011, from:
Macaro, E. (2001). Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms:
Theories and Decision Making. The Modern Language Journal, 85 (4), 531-548. Retrieved September
25, 2009, from:
Macaro, E. (2005). Codeswitching in the L2 Classroom: a Communication and Learning Strategy. In E.
Llurda (Ed.), Non-Native Teachers, Perceptions, Challenges and Contributions to the Profession (pp.
63-84). New York: Springer.
Marshall, C. & Rossman, G. B. (2011). Designing Qualitative Research Fifth Edition. California: SAGE
Publications, Inc.
McMillan, B. & Rivers, D. (2011). The Practice of Policy: Teacher Attitudes Toward “English-Only”.
System, 39(2), 251-263. Retrieved 30 July, 2011,
from:
Meij, H. V. D. & Zhao, X. (2010). Codeswitching in English Courses in Chinese Universities. The Modern
Language Journal, 94 (3), 396-411. Retrieved June 20, 2011, from:

Meyer, H. (2008). The Pedagogical Implications of L1 Use in the L2 Classroom. Maebashi Kyoai Gakuen
College Research Bulletin, 8, 147-160. Retrieved May 24, 2009, from:

Miles, R. (2004). Evaluating the Use of L1 in the English Language Classroom. M.A. Thesis, University
of Birmingham. Retrieved April 26, 2008, from:

Polio, C. G. & Duff, P. A. (1994). Teachers’ Language Use in University Foreign Language Classrooms: a
Qualitative Analysis of English and Target Language Alternation. The Modern Language Journal, 78
(3), 313-326. Retrieved October 29, 2009, from:
Prince, P. (1996). Second Language Vocabulary Learning: The Role of Context versus Translations as a
Function of Proficiency. The Modern Language Journal, 80, 478-493. Retrieved March 8, 2010, from:

Prodromou, L. (2002). The Liberating Role of the Mother Tongue. In S. Deler & M. Rinvolucri (Eds),
Using the Mother Tongue. London: English Teaching Professional Delta Publishing.
Ramachandran, S. D. & Rahim, H. A. (2004). Meaning Recall and Retention: The Impact of the
Translation Method on Elementary Level Learners’ Vocabulary Learning. RELC Journal, 35 (2), 161-
178. Retrieved June 20, 2009, from:
Richards, J. C. & Rodgers, T. S. (2002). Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press.
Schweers, C. W. (1999). Using the L1 in the L2 Classroom. English Teaching Forum, 37 (2). Retrieved
May 25, 2008, from:
Shimizu, M. (2006). Monolingual or Bilingual Policy in the Classroom. Maebashi Kyoai Gakuen College
Research Bulletin, 6, 75-89. Retrieved August 20, 2009, from:

Silverman, D. & Marvasti, A. (2008). Doing Qualitative Research: A Comprehensive Guide. California:
SAGE Publications, Inc.
Şevik, M. (2007). The Place of Mother Tongue in Foreign Language Classes. Journal of Educational
Sciences, 40 (1), 99-199. Retrieved June 15, 2011, from:

Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40 (1), 36-43. Retrieved
December 21, 2008, from:
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. Retrieved May 30,
2010, from:
Turnbull, M. & Dailey-O’Cain, J. (2009). First Language Use in Second and Foreign Language Learning.
Bristol: Multilingual Matters.Ur, P. (2006). A Course in Language Teaching Practice and Theory Trainee Book. Cambridge: Cambridge
University Press.
Undergraduate Program Course Descriptions (2011). In METU FLE. Retrieved June 2, 2011, from:

Weschler, R. (1997). Uses of Japanese (L1) in the English Classroom: Introducing the Functional-
Translation Method. The Internet TESL Journal, 3 (11). Retrieved March 20, 2008, from:

Yao, M. (2011). On Attitudes to Teachers’ Code-Switching in EFL Classes. World Journal of English
Language, 1 (1), 19-28. Retrieved August 3, 2011, from:

Yıldırım, A. & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin
Yayıncılık.
Zacharias, N. T. (2004). Teachers’ Beliefs About the Use of the Students’ Mother Tongue: a Survey of
Tertiary English Teachers in Indonesia. EA Journal, 22 (1), 44-52. Retrieved May 9, 2009, from:

Thank you for copying data from http://www.arastirmax.com