Should native language be allowed in foreign language classes?

Problem Durumu: Anadilin (Türkçe) yabancı dil öğreniminde kullanılıp kullanılmayacağı, niçin, ne zaman ve ne kadar kullanılacağı yıllardır tartışılmaktadır. İngilizce derslerinde gereğinden fazla ana dili kullanmak çalışmaya katılan deneklerin tek sorunu değildir. İngilizceyi öğrenen Türk öğrencilerin ortak bir sorunu olduğu yaygın bir şekilde bilinmektedir. Ancak, bu suruna ilişkin nedenler ve durumlar, bırakın bir sınıftan diğerine, bir öğrenciden diğerine değişiklik göstermektedir. Araştırmanın Amacı Bu çalışma, ana dilin ikinci/yabancı dil öğretiminde kullanılıp kullanılmaması gerektiğini ele almaktadır. Mevcut çalışmada uygunluk, ana dilin (Türkçe) yabancı dil eğitiminde kullanılmasına ilişkin olası nedenler, ne kadar kullanılması gerektiği, öğrencilerin dil becerilerini geliştirmede yardımcı olup olmadığı ve pedagojik olarak uygun olup olmadığı araştırılmaktadır.

Yabancı dil eğitiminde anadil kullanımına izin verilmeli mi?

Problem Statement: Whether, why, when and how much the native language (Turkish) should be used in the foreign language learning has been under discussion for years. Purpose of the Study: This study examines when and how much the target language should be used in second/foreign language teaching. In this study, the appropriateness i.e., the possible reasons for using or not using the native language (Turkish) in foreign language (FL) classes) is investigated. Furthermore, questions such as: How much it should be used; if it would help improve learners’ skills; and if it is pedagogically appropriate or not, are examined. Method: To conduct this study, the researcher used Pre and Post Conference Techniques to observe the need and to prepare a survey to be administered to the students in order to get reliable data on the issue. To design the questionnaire that aimed to unearth the need to use L1 in L2 learning, the researcher also made use of the literature by existing researchers in this area. The questionnaire consisted of six sections. The first section tried to see whether it is appropriate to use Turkish in an English class. The second section, with its 28 items, investigated the reasons why L1 should be used in an English classroom. Section three examines the amount of L1 use, whereas section four tried to see if using Turkish in an English class helps students learn L2. In Section five, with three items, the researcher sought to see if the use of Turkish in the classroom can be minimized. The last section aimed to see whether using L1 in English classes could be an appropriate academic tool. As to the reliability of Cronbach’s Alpha, it is .83, which indicates a high level of reliability. The subjects of this study were preparatory class students (n =96; 30 boys and 66 girls), all from different departments at Ufuk University in the 2007-2008 academic year. They ranged in age from 17 to 21. Findings and Conclusion: Relying on the findings of the study, NL is used to explain difficult concepts, define new vocabulary, explain the relationships between NL and FL, to motivate students, to manage the classroom, and to translate upon request, etc. Additionally, at the end of the study some recommendations for FL teachers are also presented.

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