The Use of L1 as a Teaching Strategy by Native and Non-Native EFL Instructors at a Language Preparatory Program in Turkey

Autor/inn/en	Balabakgil, Burcin; Mede, Enisa
Titel	The Use of L1 as a Teaching Strategy by Native and Non-Native EFL Instructors at a Language Preparatory Program in Turkey
Quelle	In: Advances in Language and Literary Studies, 7 (2016) 6, S.15-35 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Questionnaires; Foreign Countries; Comparative Analysis; Language Teachers; Teacher Attitudes; Language Usage; Native Language; Turkish; Protocol Analysis; Positive Attitudes; Learning Processes; College Faculty; College Students; Introductory Courses; Observation; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fragebogen; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Sprachgebrauch; Türkisch; Learning process; Lernprozess; Fakultät; Collegestudent; Einführungskurs; Beobachtung
Abstract	The purpose of this research study is to find out and compare the use of L1 as a teaching strategy by native and nonnative instructors in elementary level EFL classrooms at a preparatory program of a foundation (non-profit, private) university in Istanbul, Turkey. Specifically, the study aims to investigate the perceptions of native and non-native teachers of English about the use of L1 as a teaching strategy in their classrooms, explore how often and for what different teaching purposes they use learners' L1, and lastly, find out their reflections about L1 use in their classroom practices. The participants of this study were 30 EFL instructors (N = 15 native, N = 15 non-native) teaching elementary level learners at a foundation (non-profit, private) university in Istanbul, Turkey. The data were collected through a questionnaire (N = 30), classroom observations (N = 8) and think aloud protocols (N = 8). The findings revealed that both native and non-native instructors had a highly positive attitude towards the use of L1 as a teaching strategy and they believed that it has a supportive role both for learning and teaching effectively in elementary level monolingual classes. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01