The Role of L1 in Foreign Language Teaching Classrooms
In the language teaching classes; there may be more than one language asthe language of verbal and written instructions, introduced by the instructoror through course materials, the questions directed to the instructor or theexplanations of the instructor about subjects which are not understood, ora...
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| Format: | Article |
| Language: | English |
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Sakarya University
2019-12-01
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| Series: | Sakarya University Journal of Education |
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| Online Access: | https://dergipark.org.tr/en/download/article-file/890677 |
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| author | Mustafa Durmuş |
| author_facet | Mustafa Durmuş |
| author_sort | Mustafa Durmuş |
| collection | DOAJ |
| description | In the language teaching classes; there may be more than one language asthe language of verbal and written instructions, introduced by the instructoror through course materials, the questions directed to the instructor or theexplanations of the instructor about subjects which are not understood, orabout learner questions and statements. It is possible to divide theselanguages into three groups: target language, medium of instruction, and nativelanguage. In language teaching classrooms, determining the place, the order andthe ratio of these languages (target language, medium of instruction, andnative language) according to levels and language teaching contexts is one ofthe basic problematics in the development of pedagogical reasoning skills ofinstructors and management of teaching. This paper discusses, the place andfunction of the native language of the learners and what they should be,especially in the context of foreign language teaching among theseproblematics. In general, it is observed that instructional attitudes towardsthe use of native language are “complete prohibition”, “allowed as little aspossible”, “consciously legitimize the use of certain situations”. This paperfocuses on the role of native language of learner in foreign language teachingclassrooms, presented data and views by means of literature review and supportsthe idea, “Native language; if threatens the priority of target language can be‘the single biggest threat’ in foreign language class on the other hand, if itcan be used in ‘systematic, selective and reasonable doses’ it can be ‘the mostimportant ally a foreign language can have’.” |
| format | Article |
| id | doaj-art-a52a4dd6b59d4e1f9b56db751d2aefed |
| institution | DOAJ |
| issn | 2146-7455 |
| language | English |
| publishDate | 2019-12-01 |
| publisher | Sakarya University |
| record_format | Article |
| series | Sakarya University Journal of Education |
| spelling | doaj-art-a52a4dd6b59d4e1f9b56db751d2aefed2025-08-20T03:10:42ZengSakarya UniversitySakarya University Journal of Education2146-74552019-12-019356757610.19126/suje.61496328The Role of L1 in Foreign Language Teaching ClassroomsMustafa Durmuş0https://orcid.org/0000-0002-5337-3113HACETTEPE ÜNİVERSİTESİ, TÜRKİYAT ARAŞTIRMALARI ENSTİTÜSÜIn the language teaching classes; there may be more than one language asthe language of verbal and written instructions, introduced by the instructoror through course materials, the questions directed to the instructor or theexplanations of the instructor about subjects which are not understood, orabout learner questions and statements. It is possible to divide theselanguages into three groups: target language, medium of instruction, and nativelanguage. In language teaching classrooms, determining the place, the order andthe ratio of these languages (target language, medium of instruction, andnative language) according to levels and language teaching contexts is one ofthe basic problematics in the development of pedagogical reasoning skills ofinstructors and management of teaching. This paper discusses, the place andfunction of the native language of the learners and what they should be,especially in the context of foreign language teaching among theseproblematics. In general, it is observed that instructional attitudes towardsthe use of native language are “complete prohibition”, “allowed as little aspossible”, “consciously legitimize the use of certain situations”. This paperfocuses on the role of native language of learner in foreign language teachingclassrooms, presented data and views by means of literature review and supportsthe idea, “Native language; if threatens the priority of target language can be‘the single biggest threat’ in foreign language class on the other hand, if itcan be used in ‘systematic, selective and reasonable doses’ it can be ‘the mostimportant ally a foreign language can have’.”https://dergipark.org.tr/en/download/article-file/890677dil öğretimiyabancı dil öğretimiana dilitek dilli sınıflarda dil öğretimilanguage teachingforeign language teachingnative language / l1language teaching in monolingual classrooms |
| spellingShingle | Mustafa Durmuş The Role of L1 in Foreign Language Teaching Classrooms Sakarya University Journal of Education dil öğretimi yabancı dil öğretimi ana dili tek dilli sınıflarda dil öğretimi language teaching foreign language teaching native language / l1 language teaching in monolingual classrooms |
| title | The Role of L1 in Foreign Language Teaching Classrooms |
| title_full | The Role of L1 in Foreign Language Teaching Classrooms |
| title_fullStr | The Role of L1 in Foreign Language Teaching Classrooms |
| title_full_unstemmed | The Role of L1 in Foreign Language Teaching Classrooms |
| title_short | The Role of L1 in Foreign Language Teaching Classrooms |
| title_sort | role of l1 in foreign language teaching classrooms |
| topic | dil öğretimi yabancı dil öğretimi ana dili tek dilli sınıflarda dil öğretimi language teaching foreign language teaching native language / l1 language teaching in monolingual classrooms |
| url | https://dergipark.org.tr/en/download/article-file/890677 |
| work_keys_str_mv | AT mustafadurmus theroleofl1inforeignlanguageteachingclassrooms AT mustafadurmus roleofl1inforeignlanguageteachingclassrooms |