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İngiliz Dili Eğitimi Öğretmen Adaylarının İngilizcenin Yabancı Dil Olarak Kullanıldığı Sınıflarda Hedef Dil Kullanımıyla İlgili İnançları

Yıl 2021, Cilt: 11 Sayı: 2, 684 - 703, 01.07.2021
https://doi.org/10.18039/ajesi.874181

Öz

Bu sıralı açıklayıcı karma yöntem tasarım çalışması İngiliz dili öğretmen adaylarının anadil kullanımını azaltmak için kullanılan destekleyici bazı stratejilerine ek olarak İngilizcenin yabancı dil olarak öğrenildiği sınıflarda makro ve mikro seviyede hedef dil kullanımlarıyla ilgili inançlarını araştırmayı amaçlamıştır. Ayrıca, dil öğretiminde tecrübeli olup olmamanın ve yurt dışında bulunup bulunmamanın öğretmen adaylarının inançlarına etkisinin olup olmadığı da incelenmiştir. Bu çalışma, nitel araç olarak yarı yapılandırılmış anket ve nicel olarak da bir anket uygulanarak Türkiye’de bir devlet üniversitesinde kayıtlı olan 128 İngiliz dili eğitimi öğretmen adayıyla yapılmıştır. Tanımlayıcı istatiksel sonuçlar öğretmen adaylarının yalnızca İngilizce politikasından çok gerektiğinde öğrencilerin ana dilini kullanmaları lehinde olduklarını ortaya çıkartmıştır. Buna göre, öğretmen adayları çoğunlukla öğrencileri selamlama, onlara geribildirim, bilgi ve yönerge verme sonra da öğrencileri cesaretlendirme, anlamalarını kontrol etme ve onlara destekleyici konuşma yapmak için hedef dilin kullanımında hem fikir olmuşlardır. Öğretmen adayları sınıfı yönetmek, şaka yapmak ve yeni ve karmaşık tür aktivitelerin yönergelerini vermek için hedef dili kullanma konusunda tereddüt etmişlerdir. Bu çalışmadaki bağımlı değişkenler İngilizcenin yabancı dil olarak öğretildiği sınıflarda hedef dil kullanımıyla ilgili inançlarında az farklar ortaya çıkartmıştır. Sonuçlar tartışılmış ve İngiliz dili eğitimi öğretmen eğitimi konusunda bazı çıkarımlar önerilmiştir.

Kaynakça

  • Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
  • Bateman, B.E. (2008). Student teachers’ attitudes and beliefs about using the target language in the classroom. Foreign Language Annals, 41, 11–28.
  • Cook, V. (2001). Using the First Language in the Classroom. The Canadian Modern Language Review, 57(3), 402-423.
  • Crawford, J. (2004). Language choices in the foreign language classroom: Target Language or the learners' first language?. RELC Journal, 35(1), 5-20.
  • Enama, P. R. B. (2016). The impact of English-only and bilingual approaches to EFL instruction on low-achieving bilinguals in Cameroon: An empirical study. Journal of Language Teaching and Research, 7(1), 19-30.
  • Gach, N. (2020). From totalitarianism to democracy: Building learner autonomy in Ukrainian higher education. Issues in Educational Research, 30(2), 532.
  • Gert Biesta, Mark Priestley & Sarah Robinson (2015) The role of beliefs in teacher agency, Teachers and Teaching, 21(6), 624-640, DOI: 10.1080/13540602.2015.1044325
  • Harmer, J. (2001).The practice of English language learning (3rd ed.). China: Pearson Education Limited.
  • Hall, G., & Cook, G. (2014). Own language use in ELT: exploring global practices and attitudes. Language Issues: The ESOL Journal, 25(1), 35-43.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Jing, N., & Jing, J. (2018). Teacher talk in an EFL classroom: A pilot study. Theory and Practice in Language Studies, 8(3), 320-324.
  • Karakaya, M., & Dikilitaş, K. (2020). Perceptions of the students and the teachers towards the use of code switching in EFL classrooms. The Literacy Trek, 6(1), 40-73.
  • Korkut, P., & Şener, S. (2018). Teacher trainees’ use of mother tongue in EFL classes: A case study. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(1), 118-127.
  • Korkut, P., & Çelik, M. (2020). Pre-Service Teachers’ Cognition on Student Understanding in the EFL Language Classroom. The Journal of Language Teaching and Learning, 10(1), 57-72.
  • Krashen, S. (1985). The input Hypothesis: Issues and Implications. New York: Longman.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575. doi: 10.1111/j.1744-6570.1975.tb01393.x
  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531-548.
  • MoNE [Republic of Turkey, Ministry of National Education]. (2018). English language teaching program (Primary and secondary 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades). Ankara: T.C. Millî Eğitim Bakanlığı.
  • Orland-Barak, L., & Yinon, H. (2005). Different but similar: Student teachers’ perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum, 18, 91-113.
  • Pan, Y. C., & Pan, Y. C. (2010). The use of L1 in the foreign language classroom. Colombian Applied Linguistics Journal, 12(2), 87-96.
  • Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (eds.), Flip the System: Changing Education from the Bottom Up. London: Routledge.
  • Sa’d, S. H. T., & Qadermazi, Z. (2015). L1 use in EFL classes with English-only policy: Insights from triangulated data. Center for Educational Policy Studies Journal, 5(2), 159-175.
  • Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet TESL Journal, 11(8) /online/. Available at http://www.iteslj.org/Articles/SertCodeSwitching.html.
  • Setiawati, L. (2012). A descriptive study on the teacher talk at EYL classroom. Indonesian Journal of Applied Linguistics, 1(2), 33-48.
  • Shabir, M. (2017). Student-teachers' beliefs on the use of L1 in EFL classroom: A global perspective. English Language Teaching, 10(4), 45-52.
  • Spahiu, I. (2013).Using native language in ESL classroom. IJ-ELTS: International Journal of English Language & Translation Studies, 1(2), 243-248.
  • Şener, S., Korkut, P. (2017).Teacher trainees’ awareness regarding mother tongue use in English as a foreign language classes.Journal of Language and Linguistic Studies, 13(1), 41-61.
  • Tammenga-Helmantel, M., Mossing Holsteijn, L., & Bloemert, J. (2020). Target language use of Dutch EFL student teachers: Three longitudinal case studies. Language Teaching Research, 362168820911195.
  • Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? CS and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302- 325.
  • Yanfen, L., & Yuqin, Z. (2010). A study of teacher talk in interactions in english classes. Chinese Journal of Applied Linguistics (Bimonthly) Vol. 33 No. 2, 76- 86.
  • Yao, M. (2011). On attitudes to teachers’ code-switching in EFL classes. World Journal of English Language, 1(1), 19-28.
  • Yildiz, M., & Yesilyurt, S. (2017). Use or Avoid? The Perceptions of Prospective English Teachers in Turkey about L1 Use in English Classes. English Language Teaching, 10(1), 84-96.
  • Voicu, C. G. (2012). Overusing mother tongue in English language teaching. International Journal of Communication Research, 2(3), 212.
  • Wong, R. M. (2010). The effectiveness of using English as the sole medium of instruction in English classes: Student responses and improved English proficiency. Porta Linguarum, 13: 119-130.

ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms

Yıl 2021, Cilt: 11 Sayı: 2, 684 - 703, 01.07.2021
https://doi.org/10.18039/ajesi.874181

Öz

This sequential explanatory mixed methods design study aimed to investigate the beliefs of English Language Teaching (ELT) prospective teachers about using the target language (L2) at macro and micro-levels in English as a foreign language (EFL) classrooms in addition to some scaffolding strategies to minimize their native language (L1) use. Furthermore, whether being experienced in language teaching and being abroad made differences in the beliefs of prospective teachers (PTs) were examined. The study was conducted with 128 ELT PTs enrolled in a state university in Turkey by administering a questionnaire as a quantitative instrument and a semi-structured interview as a qualitative instrument. The results of the descriptive statistics revealed that the PTs were in favour of using students’ native language whenever it is required rather than following English-only policy. Accordingly, they agreed on the use of L2 mostly to give feedback, information and instructions besides greeting students and later to encourage students, check their understanding, and to provide them supportive talk. They became hesitant to use L2 to manage classrooms, crack jokes, and to give instructions of new and complex types of activities. The dependent variables in the study indicated few differences in their beliefs as to using L2 in EFL classrooms. The results were discussed and some implications for ELT teacher education were suggested.

Kaynakça

  • Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
  • Bateman, B.E. (2008). Student teachers’ attitudes and beliefs about using the target language in the classroom. Foreign Language Annals, 41, 11–28.
  • Cook, V. (2001). Using the First Language in the Classroom. The Canadian Modern Language Review, 57(3), 402-423.
  • Crawford, J. (2004). Language choices in the foreign language classroom: Target Language or the learners' first language?. RELC Journal, 35(1), 5-20.
  • Enama, P. R. B. (2016). The impact of English-only and bilingual approaches to EFL instruction on low-achieving bilinguals in Cameroon: An empirical study. Journal of Language Teaching and Research, 7(1), 19-30.
  • Gach, N. (2020). From totalitarianism to democracy: Building learner autonomy in Ukrainian higher education. Issues in Educational Research, 30(2), 532.
  • Gert Biesta, Mark Priestley & Sarah Robinson (2015) The role of beliefs in teacher agency, Teachers and Teaching, 21(6), 624-640, DOI: 10.1080/13540602.2015.1044325
  • Harmer, J. (2001).The practice of English language learning (3rd ed.). China: Pearson Education Limited.
  • Hall, G., & Cook, G. (2014). Own language use in ELT: exploring global practices and attitudes. Language Issues: The ESOL Journal, 25(1), 35-43.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Jing, N., & Jing, J. (2018). Teacher talk in an EFL classroom: A pilot study. Theory and Practice in Language Studies, 8(3), 320-324.
  • Karakaya, M., & Dikilitaş, K. (2020). Perceptions of the students and the teachers towards the use of code switching in EFL classrooms. The Literacy Trek, 6(1), 40-73.
  • Korkut, P., & Şener, S. (2018). Teacher trainees’ use of mother tongue in EFL classes: A case study. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(1), 118-127.
  • Korkut, P., & Çelik, M. (2020). Pre-Service Teachers’ Cognition on Student Understanding in the EFL Language Classroom. The Journal of Language Teaching and Learning, 10(1), 57-72.
  • Krashen, S. (1985). The input Hypothesis: Issues and Implications. New York: Longman.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575. doi: 10.1111/j.1744-6570.1975.tb01393.x
  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531-548.
  • MoNE [Republic of Turkey, Ministry of National Education]. (2018). English language teaching program (Primary and secondary 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades). Ankara: T.C. Millî Eğitim Bakanlığı.
  • Orland-Barak, L., & Yinon, H. (2005). Different but similar: Student teachers’ perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum, 18, 91-113.
  • Pan, Y. C., & Pan, Y. C. (2010). The use of L1 in the foreign language classroom. Colombian Applied Linguistics Journal, 12(2), 87-96.
  • Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (eds.), Flip the System: Changing Education from the Bottom Up. London: Routledge.
  • Sa’d, S. H. T., & Qadermazi, Z. (2015). L1 use in EFL classes with English-only policy: Insights from triangulated data. Center for Educational Policy Studies Journal, 5(2), 159-175.
  • Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet TESL Journal, 11(8) /online/. Available at http://www.iteslj.org/Articles/SertCodeSwitching.html.
  • Setiawati, L. (2012). A descriptive study on the teacher talk at EYL classroom. Indonesian Journal of Applied Linguistics, 1(2), 33-48.
  • Shabir, M. (2017). Student-teachers' beliefs on the use of L1 in EFL classroom: A global perspective. English Language Teaching, 10(4), 45-52.
  • Spahiu, I. (2013).Using native language in ESL classroom. IJ-ELTS: International Journal of English Language & Translation Studies, 1(2), 243-248.
  • Şener, S., Korkut, P. (2017).Teacher trainees’ awareness regarding mother tongue use in English as a foreign language classes.Journal of Language and Linguistic Studies, 13(1), 41-61.
  • Tammenga-Helmantel, M., Mossing Holsteijn, L., & Bloemert, J. (2020). Target language use of Dutch EFL student teachers: Three longitudinal case studies. Language Teaching Research, 362168820911195.
  • Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? CS and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302- 325.
  • Yanfen, L., & Yuqin, Z. (2010). A study of teacher talk in interactions in english classes. Chinese Journal of Applied Linguistics (Bimonthly) Vol. 33 No. 2, 76- 86.
  • Yao, M. (2011). On attitudes to teachers’ code-switching in EFL classes. World Journal of English Language, 1(1), 19-28.
  • Yildiz, M., & Yesilyurt, S. (2017). Use or Avoid? The Perceptions of Prospective English Teachers in Turkey about L1 Use in English Classes. English Language Teaching, 10(1), 84-96.
  • Voicu, C. G. (2012). Overusing mother tongue in English language teaching. International Journal of Communication Research, 2(3), 212.
  • Wong, R. M. (2010). The effectiveness of using English as the sole medium of instruction in English classes: Student responses and improved English proficiency. Porta Linguarum, 13: 119-130.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Şule Çelik Korkmaz 0000-0003-4354-844X

Yayımlanma Tarihi 1 Temmuz 2021
Gönderilme Tarihi 3 Şubat 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 2

Kaynak Göster

APA Çelik Korkmaz, Ş. (2021). ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms. Anadolu Journal of Educational Sciences International, 11(2), 684-703. https://doi.org/10.18039/ajesi.874181
AMA Çelik Korkmaz Ş. ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms. AJESI. Temmuz 2021;11(2):684-703. doi:10.18039/ajesi.874181
Chicago Çelik Korkmaz, Şule. “ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms”. Anadolu Journal of Educational Sciences International 11, sy. 2 (Temmuz 2021): 684-703. https://doi.org/10.18039/ajesi.874181.
EndNote Çelik Korkmaz Ş (01 Temmuz 2021) ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms. Anadolu Journal of Educational Sciences International 11 2 684–703.
IEEE Ş. Çelik Korkmaz, “ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms”, AJESI, c. 11, sy. 2, ss. 684–703, 2021, doi: 10.18039/ajesi.874181.
ISNAD Çelik Korkmaz, Şule. “ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms”. Anadolu Journal of Educational Sciences International 11/2 (Temmuz 2021), 684-703. https://doi.org/10.18039/ajesi.874181.
JAMA Çelik Korkmaz Ş. ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms. AJESI. 2021;11:684–703.
MLA Çelik Korkmaz, Şule. “ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms”. Anadolu Journal of Educational Sciences International, c. 11, sy. 2, 2021, ss. 684-03, doi:10.18039/ajesi.874181.
Vancouver Çelik Korkmaz Ş. ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms. AJESI. 2021;11(2):684-703.