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Dergiler / Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi / 2015 / Cilt: 4 Sayı: 6

THE USE OF L1 IN THE EFL CLASSROOM

Zeynep Koçoğlu
Monica Gaba
Sayfa
48–62
Yayın Tarihi
2015-11-02
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

There are also those who totally shun the use of the mother tongue because, according to them, it hinders the learning of a foreign language.  This study tries to contribute to ELT field by examining the effects of the use of L1 on the internalization of L2 grammar structures in Turkish university English preparatory school.  165 students whose major is business, participated into the study.  The study attempts to analyze how one of the variables changes when another variable is manipulated and has an explanatory nature.  The relationship between the dependent and independent variables is established through the analysis of data collected through two tests: an achievement test and a progressive test by means of descriptive statistics and t-tests.  This study could not find hard evidence in favour of L1 being used in the L2 context.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:In English Language Teaching (ELT) profession, there still is no general consensus on the use of mother language (L1) while teaching a target language (L2).  Views on the issue differ from both person to person and approach to approach.
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Temel Bulgular & Veri:There are proponents of L1 who believe it can be used when necessary.
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Sonuç & Katkı:There are also those who totally shun the use of the mother tongue because, according to them, it hinders the learning of a foreign language.  This study tries to contribute to ELT field by examining the effects of the use of L1 on the internalization of L2 grammar structures in Turkish university English preparatory school.  165 students whose major is business, participated into the study.  The study attempts to analyze how one of the variables changes when another variable is manipulated and has an explanatory nature.  The relationship between the dependent and independent variables is established through the analysis of data collected through two tests: an achievement test and a progressive test by means of descriptive statistics and t-tests.  This study could not find hard evidence in favour of L1 being used in the L2 context.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:language

Özet

In English Language Teaching (ELT) profession, there still is no general consensus on the use of mother language (L1) while teaching a target language (L2).  Views on the issue differ from both person to person and approach to approach. There are proponents of L1 who believe it can be used when necessary. There are also those who totally shun the use of the mother tongue because, according to them, it hinders the learning of a foreign language.  This study tries to contribute to ELT field by examining the effects of the use of L1 on the internalization of L2 grammar structures in Turkish university English preparatory school.  165 students whose major is business, participated into the study.  The study attempts to analyze how one of the variables changes when another variable is manipulated and has an explanatory nature.  The relationship between the dependent and independent variables is established through the analysis of data collected through two tests: an achievement test and a progressive test by means of descriptive statistics and t-tests.  This study could not find hard evidence in favour of L1 being used in the L2 context.

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Bu Makaleye Atıf Yap

Koçoğlu, Z., Gaba, M. (2015). THE USE OF L1 IN THE EFL CLASSROOM. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 4 Sayı: 6, 48–62. https://ajindex.com/articles/1082367

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Kaynakça (15)

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  11. Mattioli, G. (2004). Native language intrusions and making do with words: Linguistically homogeneous classrooms and native language use. English teaching forum. 2(43).
  12. Song, Y. (2009). Prospect: An Australian Journal of TESOL. Volume 24, No 1.
  13. Scott, M. J., De La Fuente, M. J. (2008). What’s the Problem? L2 Learners’Use of the L1 During Consciousness-Raising, Form-Focused Tasks. The Modern Language Journal, 92/1, 100-113.
  14. Turnbull, M., & Arnett, K. (2002). Teachers’ use of the target and first language in second and foreign language classroom. Annual Review of Applied Linguistics, 22, 204-218.
  15. Liu, D., Ahn, G.–S., Baek, K.–S., & Han, N.-O. (2004). South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38/4, 605-638.