Open AccessPERCEPTIONS OF PRIMARY AND HIGH SCHOOL TEACHERS ON THE USE OF MOTHER TONGUE IN EFL CLASSES
Author(s) -
Dilek Durukan,
Ayhan Kahraman
Publication year - 2021
Publication title -
advanced linguistics
Language(s) - English
Resource type - Journals
eISSN - 2663-6646
pISSN - 2617-5339
DOI - 10.20535/2617-5339.2021.8.247327
Subject(s) - turkish , first language , qualitative property , perception , psychology , mathematics education , qualitative research , english as a foreign language , foreign language , medical education , pedagogy , medicine , sociology , linguistics , computer science , social science , philosophy , pathology , machine learning , neuroscience
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.