Abstract
Whether the mother tongue (L1) should be included or excluded in foreign language classes has been debated by researchers and there is no consensus on this controversial issue. However, most of the studies are conducted on the tertiary level, and there is very few on the primary & secondary levels. Therefore, this study explores the perspectives of English teachers working in primary schools in comparison to high schools affiliated with national education. It also investigates for which language skills both of those groups find the use of mother tongue (Turkish) relatively effective and their justification behind the use of L1 in their classes in which English is taught as a foreign language. A total of 30 primary and 30 high school teachers working in Usak participated the study voluntarily. The study has employed mixed-method and data was collected through a questionnaire developed by Kuru and Tekin (2019). Moreover, semi structured interviews were conducted to obtain qualitative data with randomly selected primary school (8) and high school teachers (8). By means of SPSS, descriptive statistics were conducted and qualitative data were analyzed thematically. Findings of the quantitative data indicated that majority of both primary and high school teachers support the use of mother tongue in EFL classes. Additionally, there is no significance difference between the perceptions of primary school and high school teachers regarding the use of L1. Finally, results of the qualitative data advocate the findings of the quantitative data.
Highlights
Language is one of the most significant components that distinguish humans from other living things
Some of the researchers suggest that limited amount of mother tongue can be utilized as essential pedagogical tool (Cook, 2001; de la Colina & Mayo, 2009; Kahraman, 2009), While others assert that use of L1 has detrimental effects of second language learning process (Sarıçoban, 2010; Turnbull, 2001)
A questionnaire which explores use of mother tongue in English as a Foreign Language (EFL) classes has been employed for 30 primary school teachers and 30 high school teachers
Summary
Language is one of the most significant components that distinguish humans from other living things. Some of the researchers suggest that limited amount of mother tongue can be utilized as essential pedagogical tool (Cook, 2001; de la Colina & Mayo, 2009; Kahraman, 2009), While others assert that use of L1 has detrimental effects of second language learning process (Sarıçoban, 2010; Turnbull, 2001). Those who are against use of L1 explain their major reason as the risk of creating mother tongue (L1) dependence and preventing students from comprehensible input and context. Given the fact that teachers are either favor for or against use of mother tongue in English language classes, there have been inadequate studies reflecting teachers’ opinions working in different education levels in compulsory education institutions
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