Üniversite düzeyinde İngilizcenin yabancı dil olarak öğretildiği sınıflarda diller arası geçiş yapma: öğretmenlerin görüşleri

Bu çalışma üniversite düzeyinde İngilizcenin Yabancı Dil Olarak Öğretildiği sınıflarda derse giren 4 öğretim elemanı ve onların öğrencilerinin diller arası geçiş yapmalarını incelemeyi amaçlamaktadır. Çalışmanın verileri her öğretmenin sınıf etkileşimindeki söylemlerini haftada bir kere 3 hafta boyunca video kaydı yaparak toplanmıştır. Video kayıtları çözümlenmiştir. Veriler öğrenci ve öğretmenlerin diller arası geçiş yapma fonksiyonlarını bulmak üzere ve deneyimli ve deneyimsiz öğretim elemanları arasında diller arası geçiş yapma fonksiyonları arasında benzerlik ya da farklılıklar olup olmadığını bulmak üzere nicel olarak analiz edilmiştir. Ayrıca öğretmenlerin görüşlerini almak için yarı yapılandırılmış görüşmeler yapılmıştır. Çalışmanın sonuçları öğretim elemanları-öğrenciler ve deneyimli ve deneyimsiz öğretmenler arasında diller arası geçiş yapma fonksiyonları açısından benzerlik ve farklılıklar olduğunu ortaya çıkarmıştır. Sonuçlara dayanarak anadilin dil öğrenilen sınıflarda kullanımı ile ilgili bazı çıkarımlarda bulunulmuştur.

Code-switching in tertiary-level EFL classrooms: perceptions of teachers

This study aims at examining the functions of 4 teachers’ and their students’ code-switching in tertiary-level EFLclassrooms and the teachers’ perceptions of code-switching. Data were collected by video-recording of the lessonsof each teacher once a week and the classes were video-recorded in a three-week period. After transcribing videorecordings of their lessons, the data were analysed qualitatively by finding the code-switching functions of teachersand students and finding if there are any similarities and differences between novice and experienced teachers’code-switching functions. Moreover, semi-structured interviews were also carried out with the teachers to get theirperceptions of code-switching. Results of the study showed that teachers did not use code-switching most of thetime in teaching, there were a few instances. Of these instances, some similarities and differences among teachers’and students’ functions of code-switching, and also between novice and experienced teachers’ use of codeswitchingin classroom discourse were detected. Furthermore, interviews revealed that what the teachers do in theclassroom in terms of code-switching and their perceptions on code-switching matched. Based on the results, someimplications were mentioned in terms of the use of L1 in language classes.

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