Comparison of Grammar Curriculum Learning Outcomes and Teachers' Views in Terms of the Effect of L1 on L2 Learning

Autor/in	Gülden, Bahadir
Titel	Comparison of Grammar Curriculum Learning Outcomes and Teachers' Views in Terms of the Effect of L1 on L2 Learning
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021), S.205-221 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gülden, Bahadir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Grammar; Comparative Analysis; Outcomes of Education; Second Language Learning; Second Language Instruction; Turkish; English (Second Language); Learning Processes; Interdisciplinary Approach; Native Language Instruction; Middle School Students; Language Role; Linguistic Theory; Contrastive Linguistics; Language Teachers; Teacher Attitudes; Measures (Individuals); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Grammatik; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Fremdsprachenunterricht; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Native language education; Muttersprachlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Linguistische Theorie; Linguistics; Kontrastive Linguistik; Language teacher; Sprachunterricht; Lehrerverhalten; Messdaten; Ausland; Türkei
Abstract	In terms of language teaching, individuals' ability to master their native language and grammar rules directly affects foreign language acquisition processes. Considering this situation, which is also defined as "interdisciplinary" the background of foreign language learning processes in the context of the native language should be established. The fact that an individual who has not yet learned the rules or concepts in his native language, and therefore does not have schemes in his mind, negatively affect being successful in learning foreign language for the same concept or rules. For this reason, it is necessary to ensure coordination during the acquisition of the target achievements of both disciplines by adopting an interdisciplinary approach in native and foreign language teaching. The aim of this study is to address Turkish and English curricula regarding learning outcomes of grammar and to identify outcomes of English grammar that middle school students start to learn before they enter into the learning process of their native language. The education programs of both disciplines were examined in terms of grammar acquisitions, and the target achievements that were tried to be taught to individuals in the English lesson were determined even though the Turkish language course was not started yet. Based on the data obtained, recommendations were made depending on the before-after relationship in terms of grammar acquisitions of both programs, and it was aimed to draw attention to a significant deficiency in language teaching and to contribute to drawing a correspondence between the curriculums. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01