The Use and Functions of Mother Tongue in EFL Classes

Paker, Turan; Karaağaç, Özlem

doi:10.1016/j.sbspro.2015.07.494

Cited by 52 publications

(56 citation statements)

References 8 publications

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“…The results of the study are identical with those conducted in Turkey as well. The findings of the studies by Oflaz (2009), Kayaoğlu (2012, and Paker and Karaağaç (2015) reveal that instructors and students are aware of the possible benefits of L1 use and they use it whenever they need for specific occasions in the foreign language class. Contrary to the studies which have similar findings, Hashemi and Sabet's (2013) study differs from the current one in that students and teachers' views are different from each other.…”

Section: Discussionmentioning

confidence: 99%

“…Both instructors and students think that mother tongue can be used when needed. Likewise, administering a questionnaire and an interview to 20 instructors and 286 students, Paker and Karaağaç (2015) state that instructors and students are aware of the importance of the use of target language, but they do not deny the need of mother tongue when they need to use it.…”

Section: Introductionmentioning

confidence: 99%

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Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

Ekmekçi¹

2018

IES

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Whether or not to use students' native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers' perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors' perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

Ekmekçi¹

2018

IES

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“…In the same vein, it has also caught attention of different scholars from countries like Ethiopia where English is taught as foreign language. Turan Pakera, and Özlem Karaagaç 2015 has favored the use of mother tongue contribution to language learning process in various occasions in the learning-teaching process but the excessive use of it may result in too much dependence on it, which is less desired outcome [6]. Similarly, some local studies conducted in Ethiopia indicated its importance in EFL classroom instructions.…”

Section: Background Of the Studymentioning

confidence: 99%

EFL Teachers’ Practices and the Learners Perception Towards the Use of Amharic in English Classes at Secondary Schools of Wolaita Zone, Ethiopia

Faltamo¹

2019

IJECS

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The use of learners' first language in EFL classrooms has long received attention in the literature. Despite, the focus has often been on its implementations as well as advantages and disadvantages. Unfortunately, less research has been conducted regarding students' perceptions on its use. Hence, the purpose of the study was exploring EFL teachers' practices and learners' perceptions about use of Amharic in English language classrooms at four selected secondary schools at Wolaita zone, Ethiopia. To achieve the intended objectives, the researcher employed descriptive research design with mixed methods of data collections. Totally, 178 students and three English language teachers were direct participants of the study as sources of data. The results obtained through questionnaire, interview and classroom observation were analyzed by using mixed methods of data analysis. It was found out that Most of the EFL teachers used Amharic for different purposes while teaching English. Based on findings of the study, it was concluded that Amharic is commonly used by EFL teachers in classes because most of their students felt more comfortable while using Amharic in actual classroom teaching-learning process.

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“…This changing attitude towards L1 use leads to studies which investigate the teachers' (Harbord, 1992;McMillan & Rivers, 2011) and learners' attitudes (Arenas-Iglesias, 2016; Kavaliauskienė, 2009;Rolin-Ianziti & Varshney, 2008;Schweers, 1999;Tsukamoto, 2012;Varshney & Rolin-Ianziti, 2006) towards L1 use in L2 context. In the local context, Turkey, while there are numerous studies that investigate the teachers' attitudes towards L1 use (Kafes, 2011;Kayaoğlu, 2012;Sali, 2014;Şenel, 2010;Tunçay, 2014;Üstünel & Seedhouse, 2005;Yavuz 2012) there are few studies that focus on learners' perspectives towards the use of mother tongue in foreign language classrooms (Debreli & Oyman, 2016;Oflaz, 2009;Paker & Karaağaç, 2015;Taşkın, 2011). In parallel with the mentioned studies, this study focuses on the areas where learners need to shift to their L1.…”

Section: Introductionmentioning

confidence: 99%

Salt-İngilizce sınıflarına farklı bir yaklaşım: Türkiye’deki lise öğrencilerinin anadil kullanımı ve Salt-İngilizce sınıflarına yönelik tutumları

Yahşi

2019

Kocaeli Üniversitesi Eğitim Dergisi

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The Use and Functions of Mother Tongue in EFL Classes

Cited by 52 publications

References 8 publications

Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

EFL Teachers’ Practices and the Learners Perception Towards the Use of Amharic in English Classes at Secondary Schools of Wolaita Zone, Ethiopia

Salt-İngilizce sınıflarına farklı bir yaklaşım: Türkiye’deki lise öğrencilerinin anadil kullanımı ve Salt-İngilizce sınıflarına yönelik tutumları

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