Integrating a Mother Tongue while Teaching a Foreign Language: Problems and Solutions (original) (raw)

2019, The Issues of Language, Literature and History

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Abstract

Existing chances to analyze teaching methods, to produce new techniques and to discuss current issues of teaching and learning, which are for improving and developing the system, are great achievements of our education system. As the paper is written about integrating mother tongue while teaching, problems including lack of knowing rules of L1, inexperienced L1 teacher and hampering to develop speaking will be analyzed, as well as, solutions to them will be proved.

Key takeaways

sparkles

Integrating the mother tongue enhances foreign language acquisition but must be balanced to avoid dependency.
Teachers' knowledge of their students' L1 significantly impacts the effectiveness of foreign language instruction.
The 2012 decree from Uzbekistan improved foreign language teaching methodologies, fostering systemic advancements.
Learners lacking L1 grammar knowledge struggle with foreign language rules, necessitating foundational understanding.
Collaboration between L1 and foreign language teachers is essential to reinforce common themes like adjectives.

Mother Tongue Use in English Classroom

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.

The use and functions of mother tongue in EFL classes

The use of mother tongue (L1) in foreign language classrooms is inevitable. In this paper, the use and functions of it in various classes have been analyzed and discussed. The purpose of the present study was to find out to what extent the instructors in the School of Foreign Languages at Pamukkale University use mother tongue in their classes. We attempted to find out whether their mother tongue use changes according to different variables, for which functions they use it, whether they are aware of the amount and the functions, whether the instructors are satisfied with the amount of L1 they use, and whether their students are satisfied with it, and whether this satisfaction differs according to the amount used by their instructors. The study was conducted in the School of Foreign Languages at Pamukkale University, and it was based on both qualitative and quantitative research designs. The participants were 20 English instructors working in the School of Foreign Languages and their 286 students. The data were collected through classroom recordings, questionnaires that were administered both to the instructors and the students, and interviews were conducted with all of the instructors and randomly chosen 39 students. Our data have revealed that mother tongue is an inseparable part of language teaching, and it actually has different functions like “rapport building purposes”, “making the topic/meaning clear (by giving examples, explaining, making extra explanations, etc.)”, “explaining difficult concepts or ideas”, etc. It was also found out that both the instructors and the students were aware of the importance of using the target language as much as possible in the classes, however, they could not deny the need of mother tongue from time to time. Keywords:Use of mother tongue; function of mother tongue; foreign language teaching; school of foreign languages

The Role of L1 in Foreign Language Teaching Classrooms

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'."

The Use of Mother Tongue (L1) in English as a Foreign Language Classroom: Perspectives of Junior High School Teachers and Students

2014

This chapter provides the procedure of doing the study. There are four sections that will be discussed in this chapter. The first section is the research questions. The second section is the research methodology which involves the method used and how the study is carried out. The research site, participant and data collection will be discussed in the third section. Meanwhile, the last section is about analysis of the data and the interpretation. Qualitative study is employed in this research to gather a clearer picture and deeper understanding of the use of L1 in EFL classroom as well as teachers and students' perspective on it. Qualitative study, as stated by Fraenkel and Wallen (2006), refers to research study where the researcher intends to examine the quality of relationships, situation, activities, or materials, and then gives holistic description in detail of everything that goes on in that particular situation. In addition, the type of qualitative methodology used is descriptive case study. According to Yin (2003), descriptive case study is usually used to describe an intervention or phenomenon and the real life context in which it occurred (as cited in Baxter and Jack 2008).

The benefits of Mother Tongue in Teaching-Learning Process INTRODUCTION Background of the study

According to the Ethnologies, there are 171 living languages spoken in the Philippines today. For the most part, this linguistic variety has not been accurately reflected in governmental and educational policies. The current constitution declares both English and Filipino (Tagalog) to be the official languages of the country, as both are spoken in metro Manila, the nation's capital.

Using of the First Language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English

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.

Use of the Mother Tongue in Teaching a Foreign Language

Language Education in Asia, 2012

This article addresses the controversy around teacher use of the mother tongue (MT) in foreign language (FL) teaching. Empirical and theoretical knowledge advocates that the MT should be incorporated by teachers in FL classrooms. The present study was conducted among 112 English language teachers in Hebrew-speaking elementary and secondary schools in Israel. The research tool was a questionnaire designed specifically for the purpose of the study. Findings demonstrate that teachers' overall attitude towards MT use in FL classrooms is positive; they report using the MT for teaching purposes and a small number use the MT for classroom management purposes. Elementary and secondary school teachers differ in their use of the MT. Findings may be useful to language education policy-makers in designing more formal and concrete guidelines to help FL teachers use students' MT judiciously. The article offers a model for an efficient use of the MT in FL classrooms.

Use of the Mother Tongue in Teaching a Foreign Language1

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References (2)

L' Andrea Koucka, Role of mother tongue in English language teaching, a thesis, University of pardub ice,2007 , p.1 2' Annie Tremblay, How does mother tongue affect second language acquisition, Langua ge Magazine www laguagemagazine,com, Z0I7
' Ineke van de Craats, The role of mother tongue in second language learning, Nijmegen University, |ournal Babylonia ,p,-zI ---" -'*'-'l -4' Wolfgang Butzkamn, We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma, Language Learning fournal, winter ZOO},pp._29_39 Z. l. Sanakulov Lehrer des Lehrstuh[s fur Fremdsprachen des Tschirtschiker staatlichen piidagogischen Instituts DIE ROLLE DES INTERNETS lN DER VERANDERUNG DER DEUTSCFTEN SPRACHE Wie sieht es aus um dieheutige Sprache als Heimat und die Heimat der Sprache in Zeiten des Internets? Sind wir global und <tigital heimatlos g;eworden, virtuelle Nomaclen der Sprache und Userihrer Reste? Oder sind rvir bewusste tVlnderer in einer neuen Sprachr,velt und weltweit beheimatet? In diesem Artikel geht es um die Sprachverfrnderung clie als Konsequenzen des Internets gesehen werden kinn. Schltisselwiirter: die deutsche Sprache, Internet, Linguafranca, Englisch, Lehnwortel sprachschtitzer, Kommunikation, E-Mail, sprachakten, coriputer, HandrJhrift, chat, syntax; Semantih Pragmatik, Inhalt, Hypertext Z. l. Sanakulov INTERNETNING NEMTS TILI O'ZGARISHIGA OLIB KELGAN OQTBATI-ARI Internet taraqqiy etgan davrda Vatan va Ona tilimiz bugungi ahvoli haqicla nirna cleyish mumkin? Biz global va-raqamlar dunyosida uysiz, virtual "ko'chmanctriga va ularning qoldiqlarini foydalanuvchilariga aylanib qoldikmi? Yoki biz yangi til dunyisida va burun dunyo.bo'ylab sayohat qiluvchilarmi? Uihbu rnaqolada IntlrpJtning oqibatlari sifatida ko'rilishi mumkin bo'lgan tilda sodir bo'layotgan o'zgartirish haqicla yoiitOi, Kilit so'zlar: nemis.tili, internet, ingiiz iili, o'rirrhma so'zlar; til himoyachilari, aloqa, elektron pocht4 ovozli fayllar; kompyuter; qo'lyozma, suhbat, sintaksis, semantilia, pragmatika, konten! gip ermatn 3. 14. CanarrynoB nocnEgcrBufr I4HTEPHETA, nPnBElqunE H n3MEHEH'4IO HEMEtlHoro ffibtHA 9ro uu MoxeM cKagarb orHocnTerbHo cocrogHug coBpeMeHHoro pcrgHoro g3blKa Bo BpeMg ruo6aaHsaqwl/-HurepHera? Cranu JIH MbI r.to6altnblMH H o6ea4or,,lubrMg>), B1apry- aJ'lbHbIMH KoqeBHHKaMH g3blKa w noJrbsoBarer'IflMu ux ocrarKoB? I4nw Mbl co3Hare,{bHo cfarr4 rIyTeIUeCTBeHHHKaIUH B HOBOM fl3bIKOBOM MHpe no BceMy r(oHTnHeHry? 3ta cTaTbt rIOCBflqeHa H3M€H€HHIO fl3F,IKa, KoTOpoe MOiKHO paccMa'fpuBaTb KaK rlocvte ilc,r14lfl BJtvrfl- nns YlurepHera, K;lroqesnle ciloBa: ueueqxnft fl3blK, HHrepuer, JIHHTBa $paura, aHft'rgficKvtit, gag1ttt- crBoBaHHfl, nporeKTopar fI3bIK3, CBfl3b, 3JIeIfrpoHHatnoqra, roJrocoBueSaiilu, KoMnbro- Tep, [OqepK, qaT' CHIITaKCHC, CeMaIITI'IKa, npafMaTHl{a, KOHT€I.IT fHIIepTeKCT Ist Englisch-als,,Linguafranca,, anzusehen? Nach dem linguistischen Bestseller,,English as a Global Language"von Crystal [1] istdas Englische nicht nur Weltsprache Nr.1, sondern reduziert dartiber hjnaus andere Sfrachen rlf tuAigiich region"ale Geltung. Die Vielsprachigkeit derWelt -it{ durch die globale Kommunikation zum bab}lonisclien Turm, nach dessen Zusammenbruch das Englische als gemeinsamer kleinster Sprach-Nenner tibrigbleibt. Die Sprachen

The Use of Mother Tongue in Foreign Language Teaching from Teachers' Practice and Perspective

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.

The Ways of Using Mother Tongue in English Language Teaching

International Journal of Language and Linguistics, 2014

Humanistic views of teaching have speculated that students should be allowed to express themselves, and while they are still learning a language it is only natural that they will periodically slip back into their mother tongue, which is more comfortable for them. The support for an English-only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students' L1 as a learning tool. Students will also naturally equate what they are learning with their L1 so trying to eliminate this process will only have negative consequences and impede learning. Inspired by these viewpoints and driven by my own interest, I decided to carry out a small study on the use of the mother tongue in the Croatian context. The purpose of this study was to support the fact that in the EFL classes Croatian plays only a supportive and facilitating role.

Teacher trainees’ awareness regarding mother tongue use in English as a foreign language classes

Journal of Language and Linguistic Studies, 2017

This study aims to explore the views, perceptions and suggestions of teacher trainees regarding L1 use in foreign language classes and search for their awareness of the issue. A qualitative research design was employed. The findings revealed that more than half of the participants were convinced that mostly target language ought to be preferred in classes. They thought that excessive use of L1 deprives learners of the chances of practicing oral skills and developing communicative competence. They also stated that they will use L1 in their classes in a systematic way without overusing it.

Role of Mother Tongue in Second Language Learning

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.

THE ROLE OF MOTHER TONGUE IN SECOND LANGUAGE TEACHING

The idea of using mother tongue (MT) in English Language Teaching (ELT) classrooms is not something new to the critics concerning with the beneficial or non-beneficial sides of it. This idea has been a popular topic of discussion since the methodologies of teaching a foreign language existed as a dissident to a previous or any one and began to have polemic with each other about teaching styles. While one permits an unlimited use of MT in the classroom, the dissident may put a callous ban on the usage. The existence of the debate dates back to the appearance of Direct Method (DM) which stands as a counter about the use of MT in the classroom to the previous method which is known as Grammar-Translation Method (GTM) with the principals that allow even direct translations from the target language to the native language. The debate then goes on with the existence of the Audio-Lingual Method (ALM) which is accepted as the modification of Direct Method and which is originally designed to teach the army officers in order them to be able to understand different languages during the World War II in the USA. Most probably, the best way to make a decision whether the use of native language in the classroom is beneficial or not is to look deeper into the uttered sentences of verse theories and to present the advantages and possible disadvantages of using it. To do so, in the beginning of the paper we will state the views of some theories and opposing ones regarding the issue and later we will discuss the advantages and possible disadvantages of using it in the ELT classrooms. Thus, this is what we aimed in the paper from introduction to conclusion with chasing the path which will lead us to the answer these questions:  What is the role of mother tongue in ELT classroom?  What are the major teaching theories’ views towards the use of MT in ELT classrooms?  What are the advantages and disadvantages of the use of MT in ELT classrooms?

Using Native Language in ESL Classroom SPAHIU

The debate over whether to use or not to use to learners' L1 inside the classroom has always been the topic of discussion for various people for various reasons. The debate has also involved ESL/EFL teachers. Some argue that such use may lead to more dependence of an ESL/EFL on his/her L1 that may hinder the progress of mastering the target language. Whereas others believe that the use of an ESL/EFL learners' L1 may ease the process of teaching and learning the target language as the teachers can explain complex ideas and rule more effectively in learners' L1 saving a lot of time. This use can also assist the ESL/EFL learners in acquiring and mastering target language vocabulary. Keeping in mind such counter arguments, the present paper aim to investigate when to use native language in a class and, most importantly, how to use it and promote learning, advantages and disadvantages of using native language in classroom, how to encourage students to use L2 appropriately, an...

Exploring the Influence of Teachers' and Students' Mother Tongue on the Use of National Language in L2 Teaching/Learning

Global Educational Studies Review, 2021

The purpose of the current study was to explore the influence of teachers' and students' mother tongue on the use of national language in L2 teaching and learning. For a comprehensive understanding of the issue, the study focused on 156 teachers and the 577 students who were teaching and learning English at graduation level in different public sector colleges and universities of Southern Punjab. Two questionnaires were used for data collection. The data were analyzed through SPSS (statistical package for social sciences). Data were analyzed using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The results of the study indicated that the teachers who have Saraiki as their mother tongue have a high inclination toward the use of it in their classroom setting due to the socio-cultural factor such as their multilingual aptitude and their emotional attachment with their mother tongue.

The Use of L1 in the Process of Teaching English

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.

Integrating a Mother Tongue while Teaching a Foreign Language: Problems and Solutions (original) (raw)

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