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Using Mother Tongue in An English Language Classroom
Using Mother Tongue in An English Language Classroom
Linguists and researchers have varied opinions on the best type of instruction to
facilitate L2 learning. Krashen, who uses Comprehension Hypothesis in language and
literacy development, states that language acquisition occurs through maximum
exposure to Comprehensible input, and therefore L1 should be disallowed in class
(Piske & Young-Scholten, 2009).
Form instruction, an innovative instruction method supports communicative language
teaching principles and focuses on exposing students to oral and written
communication in real-life situations in L2. The communicative approach to L2
instruction advocates the use of L2 in second language learning. Indeed, Van Patten
and Cadiernos experimental study on students learning Spanish in 1993 supported the
communicative approach to L2 instruction (Morett,people.ucsc.edu). Another
successful method is direct instruction or integrating L2 learning with content learning,
using L2 only. One example is the implementation of French immersion teaching in
Canada from the 1960s. L2 learners not only mastered content but also acquired the
language of instruction (Francis, 2008).
Advocates of monolingualism claim that using L1 in the classroom conflicts with SLA
theories, which argue for modified input and negotiation in L2 as a way of learning
(Polio, 1994 in Miles, 2004). Nation (2003) states that, when teachers use L1, students
tend to follow suit and the class becomes a grammar-translation class. Besides, mixing
both languages might cause confusion in the students, giving rise to interference. As L1
and L2 structures are dissimilar, they need to be separated to avoid confusion. Hence,
students listening to the teachers explanation in the target language get good listening
and speaking practice. As they keep on hearing and listening to the language, they
become more comfortable and proficient in it.
Celce-Murcia & Larsen-Freeman (1999) in Bankier contend that language errors made
by learners are caused by interference from the L1. They use the example of a Japanese
student saying" He was fallen by the rain" instead of "The rain fell on him". Here, a
minimal knowledge of the L1 is useful to show the difference between both, but if we
are teaching the active and passive forms, it is better done in English than in Japanese.
Nevertheless, new research indicates that the use of L1 allows learners to work out L2 at
lower levels. As they become more proficient in L2, they gradually use it more, relying
less on L1 (Upton & Lee-Thompson, 2001).Mouhanna (2009) conducted a study on 124
students from three levels of English proficiency at a foundations English programme
in a UAE tertiary institution. He found that level 1 students required more L1 support
(mean: 2.05) compared to Level 3 students (mean: 3.03).
Similarly, Simseks data analysis (2010) of the achievement test of English Grammar on
Turkish students found that L1-assisted learning was more effective at increasing the
students achievement of English Grammar than monolingual grammar instruction.
There was also a significant difference between the delayed post-test means of the
experimental and control groups, showing that L1-assisted language learning was more
lasting than monolingual grammar teaching.
References
Atkinson, D. 1987. The mother tongue in the classroom: A neglected resource. ELT
Journal, 41(4): 241-247.
Auerbach, Elsa Roberts. 1993. Reexamining English only in the ESL classroom. TESOL, Qarterly,
27(1): 9-31.
Ferrer, V. (2005). The use of the mother tongue in the classroom: Cross-linguistic comparisons,
noticing and explicit knowledge. (Online: http://www.teachenglish worldwide.com/Articles.htm.).
Harbord, J.1999. The use mother tongue in the classroom. ELT Journal, 46(4): 402-423
Juarez, Carolina Rodriquez and Gina Oxbrow. 2008. L1 in the EFL classroom: More a help than a
hindrance ? Porta Linguarum, 9(1): 99-109.
Nation, Paul. 2003. The role of the first language in foreign language learning.
Asian EFL Journal, 5(2). (Online: http://www.asian-efl-journal.com/june 2003 Rn.html )
Zacharias, Nugrahenny T. 2000. Teachers belief about the use of the students
mother tongue: A survey of tertiary English teachers in Indonesia. English Australia Journal,22:44-52.
Bankier, J, How to Save Time and Increase Learning with the Students First Language , viewed 9
Mar2011, <http://eslarticle.com/pub/articles>
Francis, N2008, Integration of language and content learning: Research advancesSelected papers from
the 17th International Symposium on English Teaching,Taipei: English Teachers Association, Y.- N.
Leung & H. Chang (eds.), pp. 343-354
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