Using L1 in Teaching English to Advanced Students (original) (raw)

“TEACHERS’ AND LEARNERS’ PERCEPTIONS ABOUT USING L1 IN ENGLISH LANGUAGE CLASSROOMS”

The purpose of the study was to find out Teachers’ and learners’ perceptions about using L1 in English language classrooms. Moreover, it was aimed to find out the reasons of why students’ mother tongue was used in language classrooms. In this study, qualitative data collection technique was chosen. Data was analyzed by content analysis for each interview question. Also, 4 lecturers and 6 freshmen students from COMU ELT department participated in the study. It was concluded that using L1 is a natural part of EFL classes, but it should be utilized when teaching grammar and giving instruction.

An Investigation into the Teachers’ Use of L1 in EFL Classes

Shanlax International Journal of Education, 2021

In many countries where English is used as a second or foreign language (ESL/EFL), the classroom is the main context for students’ exposure to the target language (L2); however, English teachers have a tendency to use the mother tongue (L1) excessively. As a result, the appropriate use of L1 in language classrooms remains as a major problem. This study investigates Turkish EFL teachers’ perspectives on the use of L1, and functions that the teachers’ use of L1 serves in foreign language classrooms. Mixed method research design was adopted using a questionnaire and semistructured interviews. English teachers (n=43) responded to the Use of L1 Questionnaire and semistructured interviews were held with eight volunteer teachers working in Beyza private schools in a province in Turkey. Quantitative data from the Likert scale questionnaire items was analysed using descriptive statistics to reveal frequency, mean and standard deviation scores, and inductive content analysis was applied for t...

The Use of L1 in the Process of Teaching English The Use of L1 in the Process of Teaching English

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.

Teachers’ Atttitudes toward the Use of L1 in the EFL Classroom

Journal of Language Learning and Research (JOLLAR)

This study aims to determine the attitudes and beliefs of teachers regarding the use of L1 in EFL (English as a foreign language) and to describe the functions for which L1 was employed by the teachers. The participants of this study were 15 EFL teachers teaching at several schools in three provinces: Banten, West Java, and Jakarta (Indonesia). To collect data, the writer conducted Likert-scale survey and semi-structured interview to two teachers. The results showed that even though there were few of them were in doubt whether the use of L1 might negatively affect students’ English learning, their attitudes were positive toward the use of L1 in the English classroom. The results also indicated that the teachers employed L1 in the classrooms as a teaching tool and as part of classroom management to maximize the learning outcomes.

Student-Teachers' Beliefs on the Use of L1 in EFL Classroom: A Global Perspective

This study examines the English language student-teachers' beliefs about the use of L1 in EFL classroom across the world in the context of ongoing debate among researchers and practitioners whether or not L1 should be used to teach English in ESL or EFL context. This research investigates the opinion of teachers and their reflection upon their students' demands in the Master of Applied Linguistics program at University of Queensland, Australia. These participants have different contexts of teaching English in their home countries. To collect data, four point Likert scale questionnaire was used. Data after calculations and analysis is presented in the table and discussed. Results indicate that the limited use of L1 is not unnecessary and has positive effects in certain activities.

Functions of L1 Use in EFL Classes: Students’ Observations

International Journal of Linguistics, 2020

This study aims to identify functions (Note 1) of teachers’ first language (L1) use in English as a foreign language (EFL) classes in public schools in Jordan based on students’ observations. The questionnaire items were selected based on the most common uses of L1 in second language (L2) classrooms as identified in the literature. The questionnaire was designed to elicit students’ observations to identify functions of EFL teachers’ L1 in English classes. The participants were 104 EFL students in Grades 10 and 11 in four Jordanian public schools. Participants’ responses to the questionnaire were analysed quantitatively using SPSS, a statistical software package. The study found that the students observed that their teachers shared their L1 with them in English classes to: 1) Explain complex grammar points, 2) Define some new vocabulary items, 3) Explain difficult concepts or ideas, 4) Give instructions, 5) Praise the students, 6) Translate the reading texts, and 7) Explain the simil...

The Use of L1 in the Process of Teaching English

2016

Using L1 in Teaching English to Advanced Students (original) (raw)

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