Use of the First Language (L1) in Teaching a Second Language

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Use of the First Language (L1) in Teaching a Second Language

LITERATURE REVIEW

The following part will analyze previous studies that investigated similar problems to those given in the topic. The literature review will be guided by the following will focus on three major areas: The effect of using student’s L1 in English as a foreign language classroom; the relationship between teachers and students perception and beliefs about language learning to the actual L1 and L2 use in the classroom; and teachers and student’s believes on the role of L1 and L2 Arabic foreign language classroom.

The effect of using student’s L1 in English as a foreign language classroom

The learner’s first language greatly influences the acquisition of a second language. L2 learners always facilitate their learning skills in class if the target language uses their first language knowledge (Cook 424). Many language scholars have conducted researches on the effect of using L1 in teaching English as a foreign language classroom. Mahmoud conducted a study to investigate the influence of using L1 in the English classroom. The study found out that most teachers prefer using their L1 in teaching the English language. Most teachers found it difficult translating their learners L1 into English without making grammatical errors. In addition, translating the first language into a second language took a lot of time (Mahmoud 1736).

Approaches to teaching a second language require adherence to many the grammar rules of the target language, an approach that demands much work on the part of the instructor. The lack of correct form of communication with the target language leads to gaps in learner’s language transfer, especially where instructors fail to translate effectively to learners correctly. Learners must generate and transfer their L1 grammar to the target language and develop new skills through a deep structure (Karim 49). The following research will analyze the effect of using L1 in teaching L2 through a comprehensive data collection method different from the approach used by Mahmoud. Mahmoud only studied students’ perspectives towards the issue effect of using L1 in teaching English in the classroom. The following research will collect data from both student and their teachers in order to gather adequate information on the use of first language in teaching a second language.

There has been a lot of confusion among instructors on whether to use the mother tongue of learners or the second language in teaching a foreign language classroom. The target language should be the main mode of communication in order to increase the effectiveness of acquiring the target language. In addition, using L1 helps teachers to manage classes especially where all learners speak the same first language (Tsafi 15). On the other hand, there is an argument that using learners’ L1 in teaching English as a second language provides a familiar and efficient way of ensuring learners quickly understand the classroom concept. There is evidence that in a classroom where all learners speak the same first language, the use of different varieties of options by teachers’ increases learner’s ability to understand the target language. teachers should only use L1 in explaining the meaning of words, explaining complex ideas, and explaining confusing grammar points. Afzal used quantitative and qualitative research design to investigate the impact of using L1 in teaching English as a second language classroom (Afzal 1846-1847).

teachers use students’ first language in translating some words in order to make the student understand the concept. The process forms a perfect way of ensuring a positive response from students towards complex English terms and phrases (Ferris, & Roberts 165). The research by Afzal showed that first language use in the English classroom has no influence of learner’s exposure to L2, but only assists teachers and the learning process. The use of L1 in teaching English as a second language classroom has many effects to the student. Grammatical accuracy is a major factor that determines the ability of the learner to use a specific foreign language. The research by Afzal claimed use of L1 causes no impact to a learner. The following research will investigate deep on this issue through in-depth research questionnaires and surveys to the target group.

The relationship between teachers and students perception and beliefs about language learning to the actual L1 and L2 use in the classroom

Beliefs and perceptions play a vital role in learning of a language. Teachers and students believes influence the classroom behavior because people act of the basis of perceptions, and what they define a certain issue of concern in their society. Regardless of the theoretically or practically known evidence, it is hard to change people’s perception of something they take to be a reality. Teachers and students view language learning in relation to L1 and L2 class use in different perspectives. Learners have a belief that they can understand the English classroom concept when explained in their mother tongue while teachers believe that translating L2 language to L1 is a tiresome task. For example, if a teacher’s perception towards certain methods of delivering instructions to students it becomes difficult changing their beliefs. The teachers believe and perception about language learning and the correlation to actual L1 and l2 use in the classroom determines the attitude towards other aspects of learning such as setting of examination (Thompson 540).

Teachers believe and perceptions towards learning a second language have introduced significant issues in the education sector. Behaviors, cognitive views, and social-cultural views of teachers determine the perception of learning a second language. Learning English as a second language possess many challenges to students. The effects are experienced in both spoken and written languages. An individual’s perception of learning L2 influences the rate at which one acquires the language. If teachers and students share the same perception and beliefs about second language learning it becomes easier to explain certain issues that challenge the L2 language acquisition process. A research conducted by Gabillon on teachers believes has demonstrated important roles played by teachers in classroom practices (Gabillon 11). Very few studies have however investigated the relationship between L2 teachers and L2 learners in terms of beliefs and perceptions. The following research will provide a deep analysis of the issue and determine the factors that influence this relationship.

Studies have also investigated the relationship between students’ perception and beliefs in learning a second language. Some institutions use the “English-only” rules and students always find difficulties translating what is learned in the English classroom into their languages for perfect understanding. Students who believe in using their mother tongue to explain certain concepts of language learning gets confused when they get into these classrooms. Such institutions belief that use of English as a medium of communication sustains an interactive and communicative environment that favors students from different backgrounds. Studies on student’s perception and beliefs on L1 and L2 learning aim at promoting target language learning. A study by Gaebler used interviews, observations, and questionnaires to investigate the perceptions of advanced language learners and language instructors in learning English as a foreign language. Participants explained a wide range of beliefs that influence the learning of English as a second language. Most learners complained about the “English-Only” rule claiming it interferes with their language acquisition process because they need to refer to some mother tongue words in order to understand the target language (Gaebler 70-75).

Levine argued that the amount of first language use differs according to the communication patterns used in the learning institution. Colleges that allow a mixture of language use show better grades in second language acquisition compared to institutions that use utilize one language (Levine 350). Despite the student’s beliefs and perceptions on L1 and L2 language use and learning, the learning environment always interferes with their acquisition process because of strict grammar rules and regulations. The main problem encountered in Gaebler’s study was the lack of enough number of participants willing to give speaks the truth about their beliefs and perceptions. The following research will ensure respondents provide true information about their beliefs and perceptions on L1 and L2 learning through administering a pilot study to determine the validity and reliability of data collected.

Teachers and students believes on the role of L1 and L2 Arabic foreign language classroom

The use of target language is considered as the most important approach to effective teaching the second language in most Arabic foreign language classrooms. Many scholars have tried to determine the amount of L1 use in Arabic-English classrooms and explore the role of teachers in promoting second language acquisition process. Most teachers’ belief in the use of L1 in some circumstances increases the level of understanding among students and helps in improving the comprehension and learning skills among students. Moreover, English as the second language students face difficulties understanding some complex English terms and vocabularies, and give instructions in English without first translating it into their first language (Adnan, Mohamad, Yusoff, & Ghazali 21). According to Adnan, Mohamad, Yusoff, & Ghazali, the increasing use of Arabic language in the Muslim society calls for a continuous practice of English as the second language in classroom in order to improve student’s acquisition levels. Arabic teachers and students belief in practicing the second learning while using their first language as the means of administering instructions improves the acquisition process (Adnan, Mohamad, Yusoff, & Ghazali 27).

Teachers and students beliefs also influence language use in Arabic foreign language classrooms. In Malaysian education system teaches Arabica as a foreign language and forms one of the subjects taught in secondary education, but students never us the language as the main communication tool. Students believe that Arabic foreign language classrooms influence different methods of learning L1 in L2 classrooms. Language teaching is a profession requiring continuous practice in order to come up with the best teaching process that favors the interests of students and teachers. In L1 and L2 Arabic foreign language classroom, teachers identify different levels of student’s achievement and develop necessary programs that encourage students to learn the target language. Teachers believe that the use of ‘Bahasa’ in the Arabic language classroom increased the levels of concentration of students and makes them comprehend various grammatical terms that form the English language norms (Adnan, Mohamad, & Mamat 46-55).

Works Cited

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towards the use of first language in Arabic classroom.” International reference research journal 5.2 (2014): 20-28.

Adnan, Muhamad., Muhamad, Shukeri, & Mamat, Arifin. “Why teachers use Bahasa in the

Arabic language classroom?” IIUM Journal of Education Studies 2.1 (2014): 46-55

Afzal, Shadi. “Using of the first language in English classroom as a way of scaffolding for both

the students and teachers to learn and teach English.” International Research Journal of Applied Basic Sciences 4. 7 (2013): 1846-1854

Cook, V. “Using the First Language in the Classroom.” Canadian Modern Language Review

57.3 (2001): 402-423

Ferris, D. R & Roberts, B. “Error Feedback in L2 Writing Classes: How Explicit does

it need to be?” Journal of Second Language Writing, 10. 2001: 161-184

Gabillon, Zehra. A Synopsis of L2 teacher belief research. Belgrade International Conference on

Education. November 2013, 14-16

Gaebler, Patrick. “L1 use in FL classrooms: Graduate student’s and professor’s perceptions of

English use in foreign language courses.” The CATESOL Journal 25. 1 (2014): 66-94.

Karim, Khaled. First language (L1) influence on second language (l2) reading: The role of

transfer. University of Victoria, B.C. Canada: Department of Curriculum and Instruction. 2010. Print

Levine, Gelnn. “Student and Instructor Beliefs and Attitudes about Target Language Use, First

Language Use, and Anxiety: Report of a Questionnaire Study.” The Modern Language Journal 87.3 (2013): 343-364.

Mahmoud, Salameh. “The Effect of Using L1 (Arabic Language) in the L2 (English Language)

Classroom on the Achievement in General English of Foundation Year Students in King Abdulaziz University.” Sino-us English Teaching 9.12 (2012): 1733-1738. Print.

Thompson, Gregory. “Language Use in the Classroom: Understanding the Relationship between

Perceptions, Beliefs, and Verbal Communication.” American Association of Teachers of Spanish and Portuguese 92.3 (2009): 537-549. Web. 7 Sept. 2014. http://www.jstor.org/stable/40648417

Tsafi, Timor. “Use of the Mother Tongue in Teaching a Foreign Language.” Language Education

in Asia 3.1 (2012): 7-17. Web. 9 Sept. 2014. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A02/Timor