Selected poster presentations from the British Association of Applied Linguistics conference, Manchester Metropolitan University, August 2019 (original) (raw)
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Senior high school teachers are supposed to conduct English classes mainly in English, and, according to MEXT (2013), junior high school English classes will be also taught mainly in English. Although it is crucial that teachers provide more L2 (target language) input for students to acquire a target language, L1 (learners’ mother tongue) should not be excluded in lessons. In this study, we examined Japanese English teachers’ use of L1 (Japanese), focusing on frequency, function and reasons behind them. In the study, each lesson of one senior high school teacher and two junior high school teachers was recorded and transcribed to examine the frequency and functions of their L1 use. The percentage of the teachers’ L1 (Japanese) use was calculated referring to Kimi and Shawn (2014), and the functions of L1 use were categorized based on Campa and Nasaaji (2009). After the lessons,stimulated recall interviews and questionnaire surveys were conducted to examine the reasons of their L1 use in their recorded lessons. The result showed that there was a significant difference in the ratio of L2 use in lessons among the teachers whose language proficiency levels were almost the same, and that the most frequently used functions of L1 use in the three lessons are activity instruction, followed by explanation and translation. Examining the reasons of their L1-use frequency and functions, we found that their L1 use seemed to be influenced by internal factors (e.g., teachers’ belief towards L1 and L2 use) rather than external factors (e.g., lesson contents, class size). In addition, the study concluded that learners’ grade or L2 proficiency level does not seem to influence teachers’ L2 use in the classroom. Limitations are shown in the end.
A debate on the use of L1 and L2 in EFL classroom setting has been outstanding and continuous. This debate becomes interesting since there are many different research findings related to the implication resulted from the use of L1 or L2. Some findings claim that the use of L1 is beneficial while other findings do not say so. A research on the use of L1 and L2 conducted by Tsukamoto (2011: 152) found that most of Japanese students prefer using English only rather than their L1. Besides, Ellis (2005: 8) asserts that if students receive more L2 exposure, they will learn the target language faster. Supporting Eliss’ argument, Rolin-Ianziti & Varshney (2008:249) affirm that the use of L1 will become demotivating factor for students in learning target language. On the contrary to the previous research findings, a research conducted by Pablo, et.al (2011: 119) found that the use of L1 in the classroom will be beneficial since it creates a connection between teachers and students, in which that connection can reduce students’ affective filter in learning L2. Furthermore, Tang (in Mart, 2013: 10) states that L1 use is able to help students learning the target language and it does not decrease students’ exposure toward the target language.
Students perspectives on the use of L1 in English Classrooms
The current study looks into the reasons and perspectives students have about the use of their first language in English classrooms. It analyzes their opinions on different issues connected to first language use. The analysis for this paper was conducted on data from an online survey and follow-up interviews based on 51 total participants. The results showed that students used their first language for a variety of reasons. The amount of first language used also differed. The results also showed that patterns emerged when considering the participants’ language backgrounds, age, and the English language proficiency level. The results of this study will help teachers and students understand the reasons students have for using their first language in English classrooms. By knowing these reasons, students may be able to eliminate them and eventually improve the English language learning process. Teachers can also use the results to modify their classroom management to reduce the amount and frequency for first language use. To sum up, the research showed that students have a variety of reasons for and opinions about why they use theirfirst language in their English classrooms, and that usage may be affected by a number of variables that need further research and study.
Using the L1 in the L2 classroom: The students speak
The Language Teacher, 2012
The goal of this study was to elucidate how stu- dents’ preferences regarding their first language use (L1, or Japanese) in the second language (L2, or English) class varied with proficiency. Participants were 305 first- and second-year stu- dents in English-language courses in International Studies and Information Technology departments in a Japanese university. Research questions: 1) Did desires for L1 support vary with proficiency (“Proficiency Effect”); did proficiency levels influence when L1 support was 2) desirable; and 3) undesirable? Participants selected yes/ no or multiple choice answers in an anonymous questionnaire. Agreement percentages, classified by participants’ scores on the Test of English for International Communication (TOEIC) into five proficiency levels, were analysed using Excel. Results revealed two Proficiency Effect patterns, influencing when L1 support was most and least desired in varying classroom situations. Partici- pants preferred more instructive than affective L1 support. Recommendations for educators and future research were suggested.
By the growing emphasis on communicative language skills, the attention toward using first language in second language classrooms has been raised. The primary aim of this study was to find out teachers' and students' perceptions toward the utilization of L1 in English classrooms in Institutes. In order to do this objective, the researcher used a mixed methods research design. Two groups of participants were used in this study. They were 56 EFL learners of elementary, intermediate, and advanced level and 11 EFL teachers who were selected through convenient sampling. The proficiency level of the students was determined using Nelson Proficiency Test (NPT). The quantitative data were collected through a questionnaire while the qualitative data were collected through teachers' interviews. After the data collection and analysis, the results of this study revealed that students in all language levels in Institutes had positive perceptions toward utilizing L1 in L2 classes, teachers indicated their eagerness toward using L1 in their classes, and used L1 in high schools more than in Institutes. Furthermore, this study has some implications for EFL teachers.
Students' Attitude and Perceived Needs towards the use of L1 in English Classes
Global Language Review, 2022
The purpose of this study is to investigate learners' perspectives on language of teaching in English classrooms at the University of AJK, Jhelum valley campus. It is an attempt to ascertain the learners' perceptions about the need of first language (L1) in classrooms. The research study was designed to be a case study in which quantitative data gathering methods were used. The participants were 98 students randomly selected from the English department except first semester. A learners’ questionnaire was used to gather information.The outcomes of study have revealed learners supported the use of Urdu in English classrooms. Students thought that Urdu could be used often in English classrooms.
EVALUATING THE USE OF L1 IN ENGLISH LANGUAGE CLASSES
The debate over whether English Language classrooms should include or exclude students' native language has been a contentious issue for a long time (Brown, 2000, p195),but the research findings have not been completely enticing in any case yet.The aim of this paper is to identify whether the use of L1 in English Language classes hinders or facilitaties in language acqusition.The study will be conducted at Pamukpınar High School,Selçuk Anatolian High School and Sivas High School with the participation of 230 students.Data will be collected through a questionnaire and interview.In interview part, twenty students will be selected randomly for participation in the interviews get a more detailed information about what they think about the use of L1 in their English classrooms.Firstly,the advantages and disadvantages of the use of L1 in English Language classes will be examined by considering the other studies.Afterwards,determined class will be applied a questionnaire and interviews.We expect that the analysis of the quantitative data will reveal that the use of L1 in English Language classes will have weighted advantages. Key Terms : Using L1 in English Language classes,advantages and disadvantages of using L1,language acqusition
“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.
Variations of L1 use in the English Language Class
GEMA Online® Journal of Language Studies, 2018
The use of the first language (L1) has been a debatable topic in the area of English language teaching. In Malaysia, the emphasis on the 'English only' approach in English language classes is still a common belief among many Malaysian ESL teachers. However, the reality is that this does not happen completely among local university students, especially in speaking skill. Thus, this paper aims to investigate the variations of L1 use, in this case Bahasa Malaysia (BM), in an English language class among university students. The study employs a qualitative approach, in which 14 participants were observed. Data gathered were analysed thematically. The findings show that generally, L1 is used by the participants for purposes reported in the literature. However, four main purposes are emphasized-task management, interpersonal use, language and content management. However, there are variations of L1 use in each category. The result provides clear justification for the need of the L1 use among university students, especially for speaking skill and that its can help build learners' confidence in improving their L2. Pedagogically, teachers need to consider learners' linguistic and cultural background in task design and allow L1 use when necessary. Without L1 use, English language learning can be discouraging for learners as it may lead to incomprehensible input. Thus, teachers have an important responsibility to design materials based on different background of learners, and be prepared for use of L1 especially among low proficiency L2 learners.
English Medium Instruction and the Functions of Students' Use of L1, JLTL, Vol: 12, No: 2
With the popularity of translanguaging recently, the use of L1 in EFL setting has been the center of many studies again. This current study takes the topic from a functional perspective and looks at the use of L1 at an Englishmedium university in Turkey from a functional interactional point of view. The data is taken from recorded classroom data, further triangulated by focus group meetings. Two groups of students, namely control and experimental, were recorded during pair work and their L1 uses were analyzed based on students' proficiency levels and the functions L1 instances served. The findings suggest that students resort to their mother tongue during interactive class tasks mainly for task-related issues and social purposes. Furthermore, results also demonstrate that weaker students tend to refer to their native linguistic resources more to make sense of the task and achieve the task, whereas stronger students use their L1 more for social interaction purposes.