The Case of Insructors Usıng Mother Tongue in Englısh Prep Classes

The purpose of this study is to investigate the case of insructors using mother tongue in English Prep classes. This study is a descriptive research and in this study, qualitative research methods were used. Study group was decided by “purposeful sampling method”. In the spring and fall terms of 2015-2016 school year, the study was carried out with 4 instructors using a coursebook in their prep classes of the School of Foreign Languages, Kocaeli University. Observation and interview were data collection instruments in this study. Observations were carried out in 4 classes; 2 from Elementary and Starter levels, 2 from Morning and Evening classes. For observations, structured observation forms were used and for the analysis of observation data, content analysis method was used. 4 instructors teaching in the classes observed by the researcher attended to the interviews and for interviews, semi-structured interview forms were used. Each interview was recorded to be examined another time. After those records were transcribed they were analysed by content analysis method. According the results of observation and interview analysis, it was found that instructors used L1 much more to “check understanding, give instructions, build rapport among students, give feedback, talk about administrative information and explain grammar rules”. Moreover, it was found out that there was no difference in the cases of insructors’ using mother tongue in different levels but when different types of educatio (morning- Evening classes) were thought, it was observed that mother tongue was used in different cases. On the basis of these results, it was observed that intructors’ using mother tongue in teaching foreign language had an important place. Some recommendations especially related to the practices in different levels and types of education were given. Keywords: Foreign language teaching; Use of mother tongue; Instructors * This article is a part of my master’s thesis