Birinci dil kullanımının ikinci dilde konuşma becerisini geliştirme açısından farklı dil yetkinlik düzeylerindeki etkinliği

Bu çalışma, birinci dil kullanımının İngilizce yi yabancı dil olarak öğrenenlerin ikinci dil konuşma becerilerine etkisini ve öğrencilerin ikinci dil konuşma becerisini geliştirme açısından birinci dil kullanımına dair algılarını inceler. Çalışma,Türkiye’de bir Fen Lisesinde 60 alt-orta ve 60 üst-orta İngilizce yeterlilik düzeyindeki öğrenciler ile 10 haftalık sürede gerçekleştirilmiştir. Her bir yeterlilik düzeyinde öğrencilerin yarısı deney, diğer yarısı kontrol grubu olarak belirlenmiştir. Her bir düzeydeki deney grupları, 10 haftalık sürede (40 ders saati) ikinci dilde konuşma becerisini geliştirmek için birinci dil kullanımına maruz bırakılmıştır. Ancak kontrol grupları, iletişimsel yaklaşım ile eğitim görmüştür. Bu çalışmada açıklayıcı ardışık karışık yöntem tasarımı kullanılmıştır. Bağımlı örneklem t-testi analizi, birinci dil kullanımının öğrencilerin ikinci dil becerilerini geliştirmede önemli bir rol oynadığını göstermiştir.Yarı yapılandırılmış görüşmeler, öğrencilerin ikinci dilde konuşma becerisini geliştirmek için birinci dil kullanımına bilişsel yükü hafifletmesi, stressiz bir ortam sunması dolayısıyla olumlu yaklaştığını ortaya koymuştur. Son olarak, yapılandırılmış ve sistematik birinci dil kullanımına maruz kalan öğrenciler, ikinci dilde konuşma becerisini geliştirme ve ikinci dile karşı olumlu bir algı oluşturma bakımından sadece ikinci dile maruz kalan öğrencilerinden daha iyi bir performans sergilemiştir. Pedagojik çıkarımlar irdelenmiştir.

The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels

The current study examines the impact of L1 use on EFL learners’ L2 speaking skills as well as their perceptionsof L1 use in fostering oral production in L2. The study was conducted for 10 weeks with 60 low intermediate andthe high intermediate students at a high school of science in Turkey in 2018-2019 spring term. In each group, halfof the students were designated as the experimental group and the other half as the control group. The experimentalgroups in each level group were exposed to a 10-week (40 hours of teaching) of L1 use in order to promotespeaking skills in L2 while the control groups were taught through communicative language approach. In the study,the explanatory sequential mixed methods design was utilized. The analysis of a Paired-Sample t-test indicatedthat L1 use played a pivotal role in ameliorating students’ L2 speaking skills. Semi-structured interviews revealedthat students favoured L1 use through which they could attenuate cognitive load and experience stress-freeclassroom environment in order to improve speaking skills in L2. Lastly, the students exposed to judicious andsystematic L1 use outperformed the students exposed to only L2 at low intermediate and high intermediate levelas regards boosting oral production in L2 and developing students’ positive perception of L2.Pedagogicalimplications are discussed.© 2020 JLLS and the Authors - Published by JLLS.

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