İngilizce merkezli sınıfta öğrenci odaklı diller arası geçişliliğin incelenmesi

The main goal of this thesis is to investigate preparatory class students' attitudes towards translanguaging and their translanguaging practices. To do this, a mixed method research design was selected and applied to 28 preparatory class B1 level of students chosen through the nonrandom sampling method. The quantitative data were collected from students through a questionnaire asking students' attitudes towards English-only policy, students' translanguaging attitudes and practices. Besides, to collect the qualitative data, online reading classes were observed for eight weeks. Moreover, focus group interviews with 4 lower and 4 higher achieving students were conducted in order to get a deeper understanding of students' perceptions on translanguaging. The findings gathered from the questionnaire revealed that preparatory class students have positive attitudes towards translanguaging. Even though students do not have negative attitudes towards English-only policy, their attitudes towards translanguaging are more positive. In addition, the qualitative findings obtained from online reading class observation indicated that students most frequently use translanguaging practices to express their initial evaluations about the text, to mention their comprehension, to paraphrase, to ask for help, to show their critical thinking skills, to discuss a topic about the related text, to put forward their predictions about the content. Furthermore, the findings of focus group interviews showed that both low and high achievers have negative perceptions on translanguaging. To encourage students for the use of translanguaging in a foreign language learning class, students' positive attitudes should be supported and their negative perceptions should not be underestimated and negative perceptions on translanguaging should be tried to be changed into positive so that students can benefit from translanguaging.