Rethinking the Use of L1 in L2 Classroom

Theory and Practice in Language Studies

This paper aims to uncover the hidden debate about the efficacy and inefficacy of using mother tongue in second language classroom. Teaching English as a second language is not an easy task to be undertaken. There are many approaches that postulate the optimal strategy for better teaching. As such, numerous researchers in the fields of language teaching and learning hold a belief that the use of L1 in L2 classrooms helps to facilitate learning. However, a significant number of researchers contend that the use of L1 in L2 classroom hinders learning and deprives learners from the exposure to the second language. As such, this paper tries to shed light on both views and to give evidence that using L1 in L2 classroom has a negative impact on L2 learners.

SAKARYA UNIVERSITY JOURNAL OF EDUCATION, 2019

In the language teaching classes; there may be more than one language as the language of verbal and written instructions, introduced by the instructor or through course materials, the questions directed to the instructor or the explanations of the instructor about subjects which are not understood, or about learner questions and statements. It is possible to divide these languages into three groups: target language, medium of instruction, and native language. In language teaching classrooms, determining the place, the order and the ratio of these languages (target language, medium of instruction, and native language) according to levels and language teaching contexts is one of the basic problematics in the development of pedagogical reasoning skills of instructors and management of teaching. This paper discusses, the place and function of the native language of the learners and what they should be, especially in the context of foreign language teaching among these problematics. In general, it is observed that instructional attitudes towards the use of native language are "complete prohibition", "allowed as little as possible", "consciously legitimize the use of certain situations". This paper focuses on the role of native language of learner in foreign language teaching classrooms, presented data and views by means of literature review and supports the 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 it can be used in 'systematic, selective and reasonable doses' it can be 'the most important ally a foreign language can have'."

This paper starts with the assumption that using the mother tongue when applied adequately and effectively, can be used as a means of language learning and language teaching. Despite the controversy of the adequacy or inadequacy of using the mother tongue in the teaching of a foreign language, this paper argues that analytical and descriptive studies along with teachers' observations have revealed valuable additional information about the validity of using the mother tongue as a tool for language learning and/or language teaching. So the use of L1, if used properly and judiciously, is a needful, and worthy, pedagogical ally in the teaching and learning of English as language. Therefore, those who believe that L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

International Journal of Research (IJR) Vol-1, Issue-11 December 2014 ISSN 2348-6848, 2014

The role of mother tongue in second language learning has been the subject of much debate and controversy. Most teachers feel that the use of L1 should be minimized and they feel guilty if they use it a lot. When challenged they find it difficult to say why. Against the use of L1, it is the general assumption that English should be learned through English, just as you learn your mother tongue using your mother tongue. But the idea that the learner should learn English like a native speaker does, or tries to 'think in English', is an inappropriate and unachievable thought. The role of mother tongue in teaching and learning of English has been discussed in literature. The influence of mother tongue is proved both positive and negative in teaching and learning of English. A learner's L1 is an important determinant of Second Language Acquisition. The L1 is a resource which learners use both consciously and subconsciously to help them arrange and re-arrange the L2 data in the input and to perform as best as they can. The cultural features connected with L1 use can be put to good effect when teaching L2. Second language acquisition is a developmental process; L1 can be a contributing factor to it. This paper makes an attempt to understand the role of L1 in the teaching and learning of English and also reports on different methods, classroom management and some activities that could help them in learning English.

There has been a longstanding debate over whether the use of mother tongue in EFL classes should be avoided or welcomed. To what extent the use of L1 facilitates L2 learning or poses a debilitating effect on learners has been a perennial issue in second language learning. In spite of a lack of substantial empirical evidence favoring or hindering the use of mother tongue, some avoid using L1(mother tongue) in foreign language classes due to the popular belief that the role of L1 in SLA gets in the way of or interferes with the learning of L2, while others take a different position for various reasons. The aim of this study was to explore the theoretical and practical positions of English teachers in the use of first language in their classroom instruction. A total of 44 teachers of English at Karadeniz Technical University were involved in the study. The data were collected by administering a questionnaire containing 35 items and analyzed in SPSS 16.00. An in-depth interview with 12 participants was also used to gain more insight into the teachers’ current classroom practices. Overall analysis indicates that a great majority of the teachers were found to take a practical and pragmatic position in the use of L1 instead of adhering to popular beliefs on this topic.

2016

This article explores the use of the mother tongue in the process of teaching and learning English at lower-secondary and upper-secondary school levels in Slovakia. The main aim of this paper is to ascertain to what extent and in which instances L1 is used, and how EFL teachers react when they hear L1 in their classes. The first part of the article discusses the arguments for and against the use of L1 in the process of teaching English as a foreign language, along with its main advantages and disadvantages. The second part interprets the data obtained by observation, which seem to indicate that the native tongue is always present at the lessons-to a greater degree at lower-secondary school levels, and to a lesser degree at upper-secondary school levels. The study also emphasizes the importance of establishing the rules for using L1 in EFL classes as this appears to be an important and yet neglected aspect of EFL teaching.

This article explores the use of the mother tongue in the process of teaching and learning English at lower-secondary and upper-secondary school levels in Slovakia. The main aim of this paper is to ascertain to what extent and in which instances L1 is used, and how EFL teachers react when they hear L1 in their classes. The first part of the article discusses the arguments for and against the use of L1 in the process of teaching English as a foreign language, along with its main advantages and disadvantages. The second part interprets the data obtained by observation, which seem to indicate that the native tongue is always present at the lessons-to a greater degree at lower-secondary school levels, and to a lesser degree at upper-secondary school levels. The study also emphasizes the importance of establishing the rules for using L1 in EFL classes as this appears to be an important and yet neglected aspect of EFL teaching.

Journal of NELTA, 2010

This research reports the use of mother tongue in an EFL classroom setting of high school students in Chitwan. The research used classroom observation of 4 teachers and questionnaire responses of too students and 20 high school English head teachers. Many, though not all, respondents reported that they prefer occasional use of L1 in an English classroom for a number of reasons: to clarify the meaning of difficult words, to explain grammar rules, to establish close relationship between the students and teachers, and many more. Judicious use of mother tongue is justified in this research because it reveals that L1 helps students Iearn English more effectively, saves time, and students feel easy and comfortable when they are provided with L1 equivalents. The implication is that prohibition it the use of Lt in EFL classroom is likely to deprive the students of some opportunities to learn English better.