Non-Native English Teachers' Perceptions about Using Turkish (L1) in EFL Classrooms: A Case Study

Autor/inn/en	Kaymakamoglu, Sibel Ersel; Yiltanlilar, Ayten
Titel	Non-Native English Teachers' Perceptions about Using Turkish (L1) in EFL Classrooms: A Case Study
Quelle	In: International Online Journal of Education and Teaching, 6 (2019) 2, S.327-337 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kaymakamoglu, Sibel Ersel) ORCID (Yiltanlilar, Ayten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Native Language; Language Usage; Turkish; Teaching Methods; English (Second Language); Second Language Learning; Educational Philosophy; Teacher Attitudes; Second Language Instruction; Language Teachers; Teacher Characteristics; Foreign Countries; Educational Benefits; Language of Instruction; Work Environment; College Preparation; Cyprus + Suchen Sie Ihr Suchwort? Sprachgebrauch; Türkisch; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsphilosophie; Erziehungsphilosophie; Lehrerverhalten; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Bildungsertrag; Teaching language; Unterrichtssprache; Arbeitsmilieu; Zypern
Abstract	This study investigated 5 non-native English teachers' perceptions on Turkish (L1) use in English language (L2) classrooms in the English Preparatory School context of European University of Lefke in the Turkish Republic of Northern Cyprus (TRNC). The participants were interviewed by using a semi-structured interview and observed by administering a predetermined observation checklist. Gathered data were analyzed to explore the participants' beliefs and classroom practices regarding the necessity of using L1. The participant non-native English teachers' views regarding the reasons of using Turkish (L1) were also explored. The results of the study revealed that the teachers had neutral perceptions about benefiting from Turkish (L1) in their foreign language classes and underscored a place for Turkish (L1) in English (L2) classrooms. In other words, the majority of the participants did not reject Turkish use; however, due to some restrictions such as English medium education system in the teachers' workplace, nationality factors, and teachers' own teaching philosophy brought some different dimensions to this process. Overall, the majority of the teachers supported the use of Turkish whereas only one teacher had the opposite view emphasizing that students can become dependent on L1 help which has a high possibility of inhibiting learners from target language acquisition. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01