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İngilizce Derslerinde Anadil Kullanımı Üzerine Bir Araştırma (Malatya İli Örneği)

Year 2019, Autumn, 379 - 396, 09.12.2019

Münir Şahin Tuğba Şahin

https://doi.org/10.21733/ibad.627495
Cited By: 2

Abstract

Bu çalışmada İngilizce derslerinde anadil kullanımına
ilişkin İngilizce öğretmenlerinin görüşlerini belirlemek amaçlanmıştır. Yabancı
dil öğretiminde anadil kullanımı çok sayıda çalışmanın yapıldığı ve çoğu kez birbirinden
farklı görüşlerin ileri sürüldüğü tartışmalı bir konu olarak günümüze
gelmiştir. Öğretimin ana paydaşlarından olan öğretmenlerin konuya ilişkin
görüşleri hem öğretimin doğrudan içinde olmalarından hem de yabancı dil öğrenme
deneyimleri nedeniyle önemli görülmüştür. Öğretmenlerin önemli bir çoğunluğu
(%61,7) şaşırtıcı bir şekilde anadilin İngilizce sınıflarında kullanılması
gerektiği yönünde görüş bildirmişlerdir. Anadilin ne zaman kullanılması
gerektiği konusunda ise katılımcıların yarısı özellikle dilbilgisi konularının
öğretiminde anadilden faydalanmak gerektiği yönünde görüş bildirmişlerdir.
Anadilin kullanılmaması gerektiği durumlar için ise ilk sırada (%23,5) konuşma
ve dinleme aktiviteleri gelmiştir. İkinci sırada (%17,6) görüş bildirenler ise
öğrenciler anlamasalar bile anadil hiçbir zaman kullanılmamalı yönünde görüş
bildirmişlerdir. İngilizce öğretmenlerinin literatür ile benzer görüşlere sahip
oldukları, ortak bir dile sahip olmanın avantajlarından faydalanmak gerektiği
yönünde çoğunluğun görüş belirttiği görülmüştür. 

Keywords

Anadil Kullanımı Yabancı dil öğretimi Öğretmen görüşleri

References

  • Al-balawi, F.S.(2016). The Attitudes of Saudi EFL Teachers about Using Their Mother Tongue in EFL Classrooms. International Journal of Education and Social Science 3 (7), 51-61. www.ijessnet.com
  • Al-Hinai, M. K. (2006). The use of the L1 in the elementary classroom. In S. Borg (Ed.). Classroom research in English language teaching in Oman. Muscat: Ministry of Education, Sultanate of Oman.
  • Al-nofaie, H. (2001). '' The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools: a case study'', in Novitas-Royal (Research on youth and language), 4 (1), 64-95.
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241–247.
  • Auerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
  • Buckmaster, R. (2000) First and second languages do battle for the classroom. https://www.theguardian.com/education/2000/jun/22/tefl3 (20 Nisan, 2019).
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39.
  • Chambers, F. (1991). Promating use of the target language in the classroom. Language Learning Journal, 4, 27-31.
  • Carson, E. & Kashihara, H. (2012). Using the L1 in the L2 classroom: The students speak. The Language Teacher Online, 36 (4), 41-52• <jalt-publications.org/tlt>
  • Cole, S. (1998) The use of L1 in communicative English classrooms. http://jaltpublications.org/old_tlt /files/98/dec/cole.html (19 Nisan, 2019)
  • Cook, V.J. (1999). Going beyond the native speaker in language teaching, TESOL Quarterly,33 (2),185- 209
  • Cook, V.J. (2001). Using first language in the classroom. The Canadian Modern LanguageReview, 57(3), 402-423
  • Cresswell, J.W. (2013). Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Desenleri (3.Baskı). Ankara: Siyasal Kitapevi.
  • Çelik, M. (2003). Teaching vocabulary through code-mixing. ELT Journal, 57 (4), 361-369.
  • Department of Education and Science. (1990). Modern foreign languages in the school curriculum: A statement of policy. London: Her Majesty’s Stationery Office.
  • Dodson, C. J. (1967). Language teaching and the bilingual method. London: Pitman.
  • Duff, A. (1989). Translation. Oxford: Oxford University Press.
  • 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.
  • Edstrom, A. (2006). L1 use in the L2 classroom: One teacher’s self-evaluation. The Canadian Modern Language Review, 63(2), 275-292.
  • Faltis, C. (1990). New directions in bilingual research design: The study of interactive decision making. In Jacobson, R. and Faltis, C., ed. Language distribution issues in bilingual schooling. Clevedon: Multilingual matters, 45-57.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gomathb.S. I.& Kiruthika, P. (2013). Role of L1 in english language teaching to rural area students with reference to erode region. International Journal of Humanities and Social Science Invention. 2 (12), 24-26.
  • Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32 (2), 23-44.
  • Halliwell, S. and Jones, B.(1991). On target teaching in the target language. London: Centre for Information on Language Teaching and Research.
  • Harbord, J. (1992). The use of mother tongue in the classroom. ELT Journal, 46 (4), 350-55
  • Harmer, J. (2004). How to Teach Writing. New York: Pearson Education Limited.
  • Hawkins, E. (1981). Modern Languages in the Curriculum. Cambridge: Cambridge University Press. Holthouse, J. (2006). The role of the mother tongue in EFL classrooms. Forum for Froeign Language Education, 5 (03), 27-37. https://www.kansaiu.ac.jp/fl/publication/pdf_forum/5/027holthouse .pdf
  • Howatt, A. P. R. (2004). A History of English Language Teaching. Oxford: Oxford University Press.
  • Kahraman, A. (2009). The role of the mother tongue in fostering affective factors in ELT classrooms. Journal of English as an International Language, 5, 107-128.
  • Kayaoğlu, M.N. (2012). The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and Perspective. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32 (2), 25-35.
  • Kayaoğlu, M. N., Öztürk, Z.& Dağ Akbaş, R. (2010). L1 use in EFL classroom: The attitudes of students. Dinçay, K., Erten, İ. H., ZehirTopkaya, E., &Yavuz, A. (Eds.) The 6th International ELT Research Conference Proceedings: Current trends in SLA research and language teaching (pp. 401-407). Selçuk, İzmir: Çanakkale Onsekiz Mart University.
  • Kelly, L. (1969). 25 Centuries of language teaching: 500BC−1969. Rowley, Mass: Newbury House.
  • Koucka, A. (2007). The role of mother tongue in English language teaching. University of Pardubice, Faculty of Arts and Philosophy, Department of English and American Studies.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon
  • Krashen, S. D., & Terrell, T. D. (1983). The Natural Approach: Language Acquisition in the Classroom. Englewood Cliffs, New Jersey: Prentice Hall
  • Larsen-Freeman, Diane. 1986. Techniques and Principles in Language Teaching. Oxford University Press.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
  • Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21. doi:10.5294/laclil.2013.6.2.1eISSN 2322-9721.
  • Long, M. (1981). Input, interaction and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition (259-278). Annals of the New York Academy of Sciences 379. New York: Academy of Sciences.
  • Macaro, E. (2009). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85, 531-548.
  • Macdonald, C.(1993). Using the target language. Cheltenham: Mary Glasgow. Ministry of Education, 1974. The educational policy in the Saudi Arabian Kingdom. 2. ed. Riyadh: Ministry of education.
  • Mahmutoğlu, H. ve Kıcır, Z. (2013). The use of mother tongue in EFL classrooms. EUL Journal of Social Sciences 4(1), 49-72.
  • Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogenous classrooms and native language use. English Teaching Forum, 2 (43), 20-25.
  • Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. Maebashi Kyodai Gakuen College Ronsyu, 8, 147–159.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis. London: Sage Publication.
  • Moghadam, S. H., Samad, A. A., & Shahraki, E. R. (2012). Code switching as a medium of instruction in an EFL classroom. Theory and Practice in Language Studies, 2 (11), 2219-2225.
  • Moss, Donna. 2005. Teaching for Communicative Competence. Focus on Basics. Connecting Research and Practice Magazine. http://www.ncsall.net/fileadmin/resources/fob/2005/fob_7c.pdf (20 Nisan, 2019).
  • Mulia, D. (2012). The use of first language scaffolding to teach English as a foreign language to preschool children during dramatic play in West Sumatera, Indonesia. SHS Web of Conferences 16, EDP Sciences DOI: 10.1051/shsconf/20151601005,
  • Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5 (2).
  • Neil, P.S. (1997). Reflections on the target language. London: Centre for Information on Language Teaching.
  • Norman, J. (2008). Benefits and drawbacks to L1 use in the L2 classroom. In K. Bradford Watts, T. Muller & M. Swanson (Eds.), JALT 2007 Conference Proceedings. Challenging Assumptions: Looking In, Looking Out, (691–701). Tokyo: JALT.
  • Nunan, David. 1989. Designing Tasks for the Communicative Classroom. Cambridge University Press.
  • Ocak, G., Kuru, N., &Ozcalisan, H. (2010). As a classroom language, students‟ attitudes towards speaking Turkish in English prep classes. Procedia Social and Behavioral Sciences 2, 661-665.
  • Ofiice for Standarts in Education. (1993). Handbook: Inpection schedule. London: Her Majesty’s Stationery Office
  • Parker, T. & Karaağaç, Ö. (2015). The use of functions of mother tongue in EFL classes. Procedia-Social and Behavioral Sciences 199, 11-119. https://www.sciencedirect.com (8 Nisan, 2019).
  • Polio, C. G., & Duff, P. A. (1994). Teachers ‟ language use in university foreign Language Classrooms. The Modern Language Journal, 78 (3), 313–326.
  • Ramos, F. (2005). Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal, 29, (2), 411-433.
  • Richards, J. C. & Rodgers, T. S.. 2005. Approaches and Methods in Language Teaching. Cambridge University Press.
  • Samadi, M. R. (2011), Role of The L1 in FL Classrooms: Learner and Teacher Beliefs, Attitudes and Practices, A Master’s Thesis, Kansas State University, (unpublished) http://krex.k state.edu/dspace/bitstream/2097/7994/1/MohammadRahimSamadi2011.pdf (17 Nisan, 2019).
  • Sarıçoban, A. (2010). Should native languages be allowed in foreign language classes? Eurasian Journal of Educational Research, 38, 164-178.
  • Schweers, C.W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37 (2), 6-9.
  • Sharma, K. (2006). Mother tongue use in English classroom. Journal of NELTA, 11(1-2), 80-87.
  • Simon, M. K.ve Goes, J. (2011). What is phenomenological research? Seattle, WA: Dissertation Success LLC. https://www.google.com.tr/url?sa=t&rct= j&q=&esrc= s&source=web&cd=2&cd=rj&uact=8&ved=0ahUKEwip5a39tjKAhXD2SwKHR7BToQFggtMAE&url=http%3A%2F%2Fdissertationrecipes.com%2Fwpcontent%Fuploads%2 F2011 %2F04%2FPhenomenologicalResearch.pdf&usg= AFQjCNEJbQJnMQxjvZshGr_S65Il5eeo0w (25 Nisan, 2019).
  • Sipra, M. A. (2007). Bilingualism as teaching aid in a language class: L1 as a facilitator in teaching/ learning process of L2 at intermediate/certificate level. Unpublished DoctoralDissertation, National University of Modern Languages, Islamabad.
  • Soleimani, H. & Heidarikia, H. (2017). The effect of translation as a noticing strategy on learning complex grammatical structures by EFL learners. Applied Linguisics Research Journal, 1 (1), 1-12.
  • Stapa, S. H.,& Majid, A. H. A. (2009). The use of first language in developing ideas in second language writing. European Journal of Social Sciences, 7, (4),41-47.
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  • Şahin, M., Korkmaz, C. & Üstüner, M. (2018). İngilizce öğretmenlerine göre ideal dil öğrenme yaşı ve dil sınıfı mevcudu. International Journal of Language Academy, 6 (2), 281-301.
  • Şavlı. F. & Kalafat, S. (2014). Yabancı dı̇l derslerı̇nde ana dı̇lı̇ kullanımı üzerı̇ne öğretmen ve öğrencı̇ görüşlerı̇. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 9 (3), 1367-1385.
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A Research on the Use of Mother Tongue in English Language Classrooms (Example of Malatya Province)

Year 2019, Autumn, 379 - 396, 09.12.2019

Münir Şahin Tuğba Şahin

https://doi.org/10.21733/ibad.627495
Cited By: 2

Abstract










This study has aimed to examine the opinions of English
language teachers about the use of mother tongue in foreign language classes.
The use of mother tongue in teaching a foreign language has become a
controversial topic for ages, and different opinions have been put forward. As
main shareholders of education, the opinions of English language teachers about
the use of mother tongue in language classes have been accepted important as
they are both directly in teaching activities and have the experience of
learning a foreign language. Surprisingly, an important number of the English language
teachers (%61,7) stated that mother tongue should be used in foreign language classes.
Half of the participants stated that mother tongue should be used especially
while giving grammar rules. About when not to use mother tongue, %23 percent of
the participants stated that during the speaking and listening activities
mother tongue should not be used. Some of the participants (%17,6) stated that
mother tongue never be used even when they did not understand anything. English
language teachers that participated to the study stated similar opinions with
the literature that the advantages of speaking the same mother tongue with the
students should be used in English language teaching. 

Keywords

Using Mother Tongue Foreign language teaching Teachers' opinions language teaching

References

  • Al-balawi, F.S.(2016). The Attitudes of Saudi EFL Teachers about Using Their Mother Tongue in EFL Classrooms. International Journal of Education and Social Science 3 (7), 51-61. www.ijessnet.com
  • Al-Hinai, M. K. (2006). The use of the L1 in the elementary classroom. In S. Borg (Ed.). Classroom research in English language teaching in Oman. Muscat: Ministry of Education, Sultanate of Oman.
  • Al-nofaie, H. (2001). '' The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools: a case study'', in Novitas-Royal (Research on youth and language), 4 (1), 64-95.
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241–247.
  • Auerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
  • Buckmaster, R. (2000) First and second languages do battle for the classroom. https://www.theguardian.com/education/2000/jun/22/tefl3 (20 Nisan, 2019).
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39.
  • Chambers, F. (1991). Promating use of the target language in the classroom. Language Learning Journal, 4, 27-31.
  • Carson, E. & Kashihara, H. (2012). Using the L1 in the L2 classroom: The students speak. The Language Teacher Online, 36 (4), 41-52• <jalt-publications.org/tlt>
  • Cole, S. (1998) The use of L1 in communicative English classrooms. http://jaltpublications.org/old_tlt /files/98/dec/cole.html (19 Nisan, 2019)
  • Cook, V.J. (1999). Going beyond the native speaker in language teaching, TESOL Quarterly,33 (2),185- 209
  • Cook, V.J. (2001). Using first language in the classroom. The Canadian Modern LanguageReview, 57(3), 402-423
  • Cresswell, J.W. (2013). Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Desenleri (3.Baskı). Ankara: Siyasal Kitapevi.
  • Çelik, M. (2003). Teaching vocabulary through code-mixing. ELT Journal, 57 (4), 361-369.
  • Department of Education and Science. (1990). Modern foreign languages in the school curriculum: A statement of policy. London: Her Majesty’s Stationery Office.
  • Dodson, C. J. (1967). Language teaching and the bilingual method. London: Pitman.
  • Duff, A. (1989). Translation. Oxford: Oxford University Press.
  • 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.
  • Edstrom, A. (2006). L1 use in the L2 classroom: One teacher’s self-evaluation. The Canadian Modern Language Review, 63(2), 275-292.
  • Faltis, C. (1990). New directions in bilingual research design: The study of interactive decision making. In Jacobson, R. and Faltis, C., ed. Language distribution issues in bilingual schooling. Clevedon: Multilingual matters, 45-57.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gomathb.S. I.& Kiruthika, P. (2013). Role of L1 in english language teaching to rural area students with reference to erode region. International Journal of Humanities and Social Science Invention. 2 (12), 24-26.
  • Gulzar, M. A. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Bulletin of Education and Research, 32 (2), 23-44.
  • Halliwell, S. and Jones, B.(1991). On target teaching in the target language. London: Centre for Information on Language Teaching and Research.
  • Harbord, J. (1992). The use of mother tongue in the classroom. ELT Journal, 46 (4), 350-55
  • Harmer, J. (2004). How to Teach Writing. New York: Pearson Education Limited.
  • Hawkins, E. (1981). Modern Languages in the Curriculum. Cambridge: Cambridge University Press. Holthouse, J. (2006). The role of the mother tongue in EFL classrooms. Forum for Froeign Language Education, 5 (03), 27-37. https://www.kansaiu.ac.jp/fl/publication/pdf_forum/5/027holthouse .pdf
  • Howatt, A. P. R. (2004). A History of English Language Teaching. Oxford: Oxford University Press.
  • Kahraman, A. (2009). The role of the mother tongue in fostering affective factors in ELT classrooms. Journal of English as an International Language, 5, 107-128.
  • Kayaoğlu, M.N. (2012). The Use of Mother Tongue in Foreign Language Teaching from Teachers’ Practice and Perspective. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32 (2), 25-35.
  • Kayaoğlu, M. N., Öztürk, Z.& Dağ Akbaş, R. (2010). L1 use in EFL classroom: The attitudes of students. Dinçay, K., Erten, İ. H., ZehirTopkaya, E., &Yavuz, A. (Eds.) The 6th International ELT Research Conference Proceedings: Current trends in SLA research and language teaching (pp. 401-407). Selçuk, İzmir: Çanakkale Onsekiz Mart University.
  • Kelly, L. (1969). 25 Centuries of language teaching: 500BC−1969. Rowley, Mass: Newbury House.
  • Koucka, A. (2007). The role of mother tongue in English language teaching. University of Pardubice, Faculty of Arts and Philosophy, Department of English and American Studies.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon
  • Krashen, S. D., & Terrell, T. D. (1983). The Natural Approach: Language Acquisition in the Classroom. Englewood Cliffs, New Jersey: Prentice Hall
  • Larsen-Freeman, Diane. 1986. Techniques and Principles in Language Teaching. Oxford University Press.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
  • Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21. doi:10.5294/laclil.2013.6.2.1eISSN 2322-9721.
  • Long, M. (1981). Input, interaction and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition (259-278). Annals of the New York Academy of Sciences 379. New York: Academy of Sciences.
  • Macaro, E. (2009). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85, 531-548.
  • Macdonald, C.(1993). Using the target language. Cheltenham: Mary Glasgow. Ministry of Education, 1974. The educational policy in the Saudi Arabian Kingdom. 2. ed. Riyadh: Ministry of education.
  • Mahmutoğlu, H. ve Kıcır, Z. (2013). The use of mother tongue in EFL classrooms. EUL Journal of Social Sciences 4(1), 49-72.
  • Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogenous classrooms and native language use. English Teaching Forum, 2 (43), 20-25.
  • Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. Maebashi Kyodai Gakuen College Ronsyu, 8, 147–159.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis. London: Sage Publication.
  • Moghadam, S. H., Samad, A. A., & Shahraki, E. R. (2012). Code switching as a medium of instruction in an EFL classroom. Theory and Practice in Language Studies, 2 (11), 2219-2225.
  • Moss, Donna. 2005. Teaching for Communicative Competence. Focus on Basics. Connecting Research and Practice Magazine. http://www.ncsall.net/fileadmin/resources/fob/2005/fob_7c.pdf (20 Nisan, 2019).
  • Mulia, D. (2012). The use of first language scaffolding to teach English as a foreign language to preschool children during dramatic play in West Sumatera, Indonesia. SHS Web of Conferences 16, EDP Sciences DOI: 10.1051/shsconf/20151601005,
  • Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5 (2).
  • Neil, P.S. (1997). Reflections on the target language. London: Centre for Information on Language Teaching.
  • Norman, J. (2008). Benefits and drawbacks to L1 use in the L2 classroom. In K. Bradford Watts, T. Muller & M. Swanson (Eds.), JALT 2007 Conference Proceedings. Challenging Assumptions: Looking In, Looking Out, (691–701). Tokyo: JALT.
  • Nunan, David. 1989. Designing Tasks for the Communicative Classroom. Cambridge University Press.
  • Ocak, G., Kuru, N., &Ozcalisan, H. (2010). As a classroom language, students‟ attitudes towards speaking Turkish in English prep classes. Procedia Social and Behavioral Sciences 2, 661-665.
  • Ofiice for Standarts in Education. (1993). Handbook: Inpection schedule. London: Her Majesty’s Stationery Office
  • Parker, T. & Karaağaç, Ö. (2015). The use of functions of mother tongue in EFL classes. Procedia-Social and Behavioral Sciences 199, 11-119. https://www.sciencedirect.com (8 Nisan, 2019).
  • Polio, C. G., & Duff, P. A. (1994). Teachers ‟ language use in university foreign Language Classrooms. The Modern Language Journal, 78 (3), 313–326.
  • Ramos, F. (2005). Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal, 29, (2), 411-433.
  • Richards, J. C. & Rodgers, T. S.. 2005. Approaches and Methods in Language Teaching. Cambridge University Press.
  • Samadi, M. R. (2011), Role of The L1 in FL Classrooms: Learner and Teacher Beliefs, Attitudes and Practices, A Master’s Thesis, Kansas State University, (unpublished) http://krex.k state.edu/dspace/bitstream/2097/7994/1/MohammadRahimSamadi2011.pdf (17 Nisan, 2019).
  • Sarıçoban, A. (2010). Should native languages be allowed in foreign language classes? Eurasian Journal of Educational Research, 38, 164-178.
  • Schweers, C.W. Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37 (2), 6-9.
  • Sharma, K. (2006). Mother tongue use in English classroom. Journal of NELTA, 11(1-2), 80-87.
  • Simon, M. K.ve Goes, J. (2011). What is phenomenological research? Seattle, WA: Dissertation Success LLC. https://www.google.com.tr/url?sa=t&rct= j&q=&esrc= s&source=web&cd=2&cd=rj&uact=8&ved=0ahUKEwip5a39tjKAhXD2SwKHR7BToQFggtMAE&url=http%3A%2F%2Fdissertationrecipes.com%2Fwpcontent%Fuploads%2 F2011 %2F04%2FPhenomenologicalResearch.pdf&usg= AFQjCNEJbQJnMQxjvZshGr_S65Il5eeo0w (25 Nisan, 2019).
  • Sipra, M. A. (2007). Bilingualism as teaching aid in a language class: L1 as a facilitator in teaching/ learning process of L2 at intermediate/certificate level. Unpublished DoctoralDissertation, National University of Modern Languages, Islamabad.
  • Soleimani, H. & Heidarikia, H. (2017). The effect of translation as a noticing strategy on learning complex grammatical structures by EFL learners. Applied Linguisics Research Journal, 1 (1), 1-12.
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There are 76 citations in total.

Details

Primary Language Turkish
Journal Section Original Articles
Authors

Münir Şahin 0000-0001-5722-496X

Tuğba Şahin This is me 0000-0001-9786-0928

Publication Date December 9, 2019
Acceptance Date November 3, 2019
Published in Issue Year 2019 Autumn

Cite

APA Şahin, M., & Şahin, T. (2019). İngilizce Derslerinde Anadil Kullanımı Üzerine Bir Araştırma (Malatya İli Örneği). IBAD Sosyal Bilimler Dergisi(5), 379-396. https://doi.org/10.21733/ibad.627495

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