There is only one reason could be considered why learners decide to use L1 in the classroom. This is because the teacher’s efforts encourage them to communicate in the target language. Harmer (2002) maintains that the second language users choose to use the mother tongue when there is no compatible with their L2 level. When the teacher does not create an environment for students to communicate naturally to use English, students may need to use L1 to communicate. If the teacher does not use the target language too much so that students may feel free to use their mother tongue in the second language classroom. Thus, some different learning styles can be implemented that enable students to use the target language much more easily.
Learners and teachers of L2 used their L1 in classroom for few reasons which are proficiency level, for comprehension, affective factor and to express feelings and thoughts.
2.2.1 Proficiency level
Learning a new language might be frustrating for students who have low proficiency level. Difficulties in producing sentences with correct use of grammar and appropriate choice of words is somewhat common amongst students whose ability to acquire an L2 is low. Thus, switching to L1 is the easiest way to overcome those problems. Bouangeune (2009) stated that L1 makes an important contribution to English teaching mostly in the area of vocabulary for students with a lower proficiency level. However, using L1 is harmless in any L2 classroom as it could be
I stare mesmerized at the Fourth of July fireworks exploding colorfully overhead and struggle to form an intelligible sound. Gurgling and sputtering, I finally spit out the French word “violet” as if by magic. My first word.
(3) Strategies of second language learning. Some of the rules in the learner’s interlanguage may result from the application of language learning strategies ‘as a tendency on the part of the learners to reduce the target language (TL) to a simpler system’
Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.
There is are predictable stages of linguistic and cultural processes that students who are learning a second language go through. The teacher needs to be able to identify the stage the student is in so that they are
The research I will be investigating will be the effectiveness of dual language classrooms. Dual language classrooms often referred to as bilingual education are academic programs that are taught in two languages throughout the school year. There are two types of dual language classrooms. Often determined by population and current demographics within the school district one- way or two- way classes will be offered. One way dual language classrooms are classrooms of only one type of native language speaker. As an example, a one way dual language classroom would have only students who speak Spanish as their first language in the classroom. Often these students speak only Spanish at home and would receive instruction in both
The learner would acquire the skill of translating in writing from L2 to L1 and vice versa. Speaking the foreign language will play a very little part in the
The first language helps in the initial stages of second language acquisition as it can serve as a referent and a tool to which students can turn when needed. It is useful, for example, to turn to the first language during the acquisition of new vocabulary or to compare the structures of both the first and the second language for understanding in a better way some concepts like verb tenses.
First, there are many abstract words which cannot be interpreted directly in English. Therefore, much time and energy are wasted in making attempts to do so. The second disadvantages is, this method is based on the principles that auditory appeal is stronger that visual. However, there are children who learn more with visual than with their oral-aural sense like ears and tongue. Thirdly, this method ignores systematic written work and reading activities and sufficient attention is not paid to reading and writing. Forth, there is a lack of teachers trained and interested in teaching second language using this method. Fifth, in larger classes this method is not properly applied and teaching in this method does not suit or satisfy the needs of individual students in large classes. Eighth, The Direct Method is
Teachers can plan effective English acquisition strategies based on a knowledge of the learners’ L1
Classroom instructions are the most valuable experience for the learners of second/foreign language because they enjoy limited exposure of comprehensible input from the natural environment they might get. In this situation teacher’s role is very crucial. He is the main key of the interaction in language class. They adopt variety of techniques, methods and approaches to teach to students in EFL class around the world. Some are of the opinion that target language should be used and some other say use ofL1 is useful while teaching English as foreign language. Teachers of English as a foreign language frequently claim that they do not like or favors to code switch in the language classroom.. Many researchers described it in terms of getting jobs for earning. In their views if mother tongue is used in classroom, then possibly students might not become proficient in target language that result in unemployment. Actually issue of language is not only concerned with leaner, it is also a serious issue for teachers as well deep study make it clear that teachers own attitude is the main barrier about the use of code switching.(46). Nelson Mandela who was the freedom fighter in Africa once stated that if we talk to a person into the language he understand that goes to his
First and second language acquisition have been a topic of interest in linguistics for decades. Researchers have been approaching these topics from many points of view, angles, and models (Gass, 2013). Regarding second language acquisition, and especially English as a second language, the most researched topics include the effects of the Critical Period on second language learners, age of acquisition, age of onset, and individual differences (i.e. L1, motivation, aptitude) (Gass, 2013). Even though it is possible to find a wide variety of research on L2 acquisition, researchers are still debating on which elements affect learners more. Furthermore, while there is plenty of research on gender differences in the field of first language acquisition, there seems to be a lack of studies on said topic in regards to learning a second language. For said reason this research paper will focus on gender and first language influences on English as a second language acquisition, with the goal to comprehend whether one, both or neither of those factors contributes or hinders L2 acquisition and why. Furthermore, the current research paper is a follow up of Chiamenti (2016).
The adage that “You can’t teach an old dog new tricks” has been around in one form or another since the 1500s. There is no realm in which this idea is more prevalent than in second language learning even today. In “Three Misconceptions About L2 Learning”, Marinova-Todd, Marshall, and Snow said it well:
* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students
Hence, the current research comes to shed light on the importance of using L1 when teaching L2 and how we can utilise it and use it as a useful tool. Also this research will try to change the common notion that using Arabic in English class is a deficiency.
The principles of L2 teaching philosophy has greatly changed from the ancient principles of the Grammar-Translation approach historically used for teaching Greek and Latin. All the teaching philosophies and subsequent methodologies are reactions to this limited due to three major drawbacks