Öğretmen Adaylarının Yabancı Dil Sınıfında Ana Dili Kullanma Biçimleri: Bir Vaka İncelemesi

Farklı teorik çerçevelere bağlı olarak, ikinci ve yabancı dil sınıflarında öğrencilerin ana dili kullanımı hakkında farklı görüşler vardır. Bazıları, hedef dile azami maruz kalmanın gerekli olduğu görüşünü savunurken bazıları da ana dilin (D1) kullanımı görüşünü kabul etmektedirler. İngiliz dili eğitimi (ELT) bölümlerinde, eğitimlerinin sonuna doğru öğrenciler, D1 meselesi ile ilgili ana dilin yabancı dil sınıflarında nasıl kullanılması gerektiği hakkında belirli bir felsefe oluştururlar ve uygulama okullarına devam ederken bilinçlerini arttırırlar. Vaka incelemesi türündeki bu çalışmada farklı görüşlerdeki altı öğretmen adayının ana dili kullanımına ilişkin ifade ettikleri inançları ve sınıfta yaptıkları uygulamaların ne kadar uyuştuğu incelenmiştir. Bunun için öğrencilerin 2016-2017 akademik yılı bahar döneminde öğretmenlik uygulaması dersi kapsamında yaptıkları dersler kaydedilmiş ve uyarılmış geri çağırma yöntemi ile görüşmeler yapılmıştır. Ana dilin kullanımının kesinlikle sınırlandırılması gerektiği görüşünde olan öğretmen adaylarının derslerinde bunu uygulamaya koydukları, ancak ana dilin yasaklanmaması gerektiğini düşünen grup içindeki öğrencilerin başlangıçtaki düşüncelerinden farklı davrandıkları belirlenmiştir.

Anahtar Kelimeler:

Yabancı Dil Eğitimi, Ana dil, Kod değiştirme, Öğretmen Eğitimi

Teacher Trainees’ Use Of Mother Tongue in EFL Classes: A Case Study

There are different views about the use of native language of learners (L1) in second and foreign language (FL) classes depending on different theoretical frameworks. Some hold the view that maximum exposure to the target language is necessary but some others favour the use the L1. In the English language teaching (ELT) departments, trainees form a clearly established philosophy regarding the L1 issue by the end to their training and increase their consciousness during their practicum. However, since they have little practical experience, these philosophies might not always translate to effective classroom practices. This is a case study which aims to capture the degree of congruence between six teacher trainees’ stated beliefs and intentions and their actual performances related to L1use in the FL classroom. The trainees’ lessons during their practicum demo lessons were recorded and stimulated recall interviews were held. The findings indicate that the trainees who strictly believe that L1 should be kept to a minimum acted in line with this philosophy. On the other hand, trainees who advocate some certain functions to L1 in the classroom, acted differently from their stated philosophies.

Keywords:

Foreign Language Teaching, Mother tongue, Code-switching, Teacher Education,

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