OCT5, 2014
Use of the First Language (L1) in Teaching a Second Language
LITERATURE REVIEW
This literature review will analyze previous studies that investigated similar problems to those given in the topic. The literature review will focus on three major areas: The effect of using student’s L1 in the English as a foreign language classroom; the relationship between teachers’ and students’ perception of language learning to the actual L1 and L2 use in the classroom; and teachers’ and students’ beliefs on the role of L1 and L2 in the Arabic foreign language classroom.
The effect of using student’s L1 in the English as a foreign language classroom
Many language scholars have conducted research on the effect of using L1 in teaching in the English as a foreign language classroom. The learner’s first language greatly influences the acquisition of a second language. L2 learners always facilitate their learning skills in class if the target language uses their first language knowledge (Cook 424). Mahmoud conducted a study to investigate the influence of using L1 in the English classroom. In addition, translating the first language into a second language was a time consuming (Mahmoud 1736). The study found that most teachers prefer using their L1 in teaching the English language. However, they found it difficult translating their learners L1 into English without making grammatical errors. Using the first language to teach a student a second language acts as the most significant method of making students understand concepts of the second language.
Approaches to teaching a second language require adherence to many of the grammar rules of the target language, an approach that demands much work on the part of the instructor. The lack of correct form of communication with the target language leads to gaps in learner’s language transfer, especially where instructors fail to translate effectively and correctly to learners. Learners must generate and transfer their L1 grammar to the target language and develop new skills through a deep structure (Karim 49). The following research will analyze the effect of using L1 in teaching L2 by utilizing a comprehensive data collection method different from the approach used by Mahmoud. Mahmoud only studied students’ perspectives towards the issue of using L1 in teaching English in the classroom. The following research will collect data from both students and their teachers in order to gather adequate information on the use of a first language in teaching a second language.
There has been much confusion amongst instructors on whether to use the mother tongue of learners or the second language in teaching in a foreign language classroom. The target language should be the main mode of communication in order to increase the effectiveness of acquiring the target language. In addition, using L1 helps teachers to manage classes especially where all learners speak the same first language (Tsafi 15). On the other hand, there is an argument that using learners’ L1 in teaching English as a second language provides a familiar and efficient way of ensuring that learners quickly understand the classroom concept. There is evidence that in a classroom where all learners speak the same first language, the use of different options by teachers increases learner’s ability to understand the target language. teachers should only use L1 in explaining the meaning of words, complex ideas, and confusing grammar points.
The use of L1 in teaching English as a second language in the classroom has many effects on the student. Grammatical accuracy is a major factor that determines the ability of the learner to use a specific foreign language. Afzal argued that first language use in the English classroom has no influence in learner’s exposure to L2, but only assists teachers and the learning process. The research by Afzal claimed use of L1 causes no impact on a learner. The following research will investigate this issue through in-depth research questionnaires and surveys to the target group. Afzal used a quantitative and qualitative research design to investigate the impact of using L1 in teaching in English as a second language classroom (1846-1847). there is clear evidence that the type of methodology design used by a researcher influences the quality of data collected. In order to ensure the validity and reliability of data collected for this particular research, the researcher will first conduct a pilot study.
The relationship between teachers’ and students’ perception and beliefs about language learning to the actual L1 and L2 use in the classroom
Beliefs and perceptions play a vital role in the learning of a language. The beliefs of teachers and students influence the classroom behavior because people act on the basis of perceptions, and how they define a certain issue of concern in their society. Regardless of the theoretically or practically known evidence, it is hard to change people’s perception of something they take to be a reality. Teachers and students view language learning in relation to L1 and L2 class use in different perspectives. The teachers’ belief and perception about language learning and the correlation to actual L1 and l2 use in the classroom determines the attitude towards other aspects of learning such as setting of examination (Thompson 540). Learners have a belief that they can understand the English classroom concept when explained in their mother tongue, while teachers believe that translating L2 language to L1 is a tiresome task. It becomes difficult to change perceptions toward certain methods of delivering instructions to students when teachers have a particular preference
The beliefs and perceptions of a teacher towards learning a second language have introduced significant issues in the education sector. Behaviors, cognitive views, and social-cultural views of teachers determine the perception of learning a second language. Learning English as a second language poses many challenges to students. The effects are experienced in both spoken and written languages. An individual’s perception of learning L2 influences the rate at which one acquires the language. If teachers and students share the same perception and beliefs about second language learning, it becomes easier to explain certain issues that challenge the L2 language acquisition process. A research conducted by Gabillon on teacher beliefs has demonstrated important roles played by teachers in classroom practices (Gabillon 11). Very few studies, however, have investigated the relationship between L2 teachers and L2 learners in terms of beliefs and perceptions. The following research will provide a deep analysis of the issue and determine the factors that influence this relationship.
Studies have also investigated the relationship between students’ perception and beliefs in learning a second language. Some institutions use the “English-only” rules and students always find difficulties translating what is learned in the English classroom into their languages for perfect understanding. Students who believe in using their mother tongue to explain certain concepts of language learning gets confused when they get into these classrooms. A study by Gaebler used interviews, observations, and questionnaires to investigate the perceptions of advanced language learners and language instructors in learning English as a foreign language. Participants explained a wide range of beliefs that influence the learning of English as a second language. Most learners complained about the “English-Only” rule claiming it interferes with their language acquisition process because they need to refer to some mother tongue words in order to understand the target language (Gaebler 70-75). Such institutions belief that use of English as a medium of communication sustains an interactive and communicative environment that favors students from different backgrounds. Studies on student’s perception and beliefs on L1 and L2 learning aim at promoting target language learning.
The communication pattern adapted by an institution determines the level of acquisition of a second language. Levine argued that the amount of first language use differs according to the communication patterns used in the learning institution. Colleges that allow a mixture of language use show better grades in second language acquisition compared to institutions that use utilize one language (Levine 350). Despite the student’s beliefs and perceptions on L1 and L2 language use and learning, the learning environment always interferes with their acquisition process because of strict grammar rules and regulations. The main problem encountered in Gaebler’s study was the lack of enough number of participants willing to give speaks the truth about their beliefs and perceptions. The following research will ensure respondents provide true information about their beliefs and perceptions on L1 and L2 learning through administering a pilot study to determine the validity and reliability of data collected.
The use of target language is considered as the most important approach to effective teaching the second language in most Arabic foreign language classrooms. Many scholars have tried to determine the amount of L1 use in Arabic-English classrooms and explore the role of teachers in promoting second language acquisition process. Adnan, Mohamad, Yusoff, & Ghazali are teachers who believe in the use of L1 in some circumstances increases the level of understanding among students and helps in improving the comprehension and learning skills among students. Moreover, English as the second language students face difficulties understanding some complex English terms and vocabularies, and give instructions in English without first translating it into their first language. Arabic teachers and students belief in practicing the second learning while using their first language as the means of administering instructions improves the acquisition process (Adnan, Mohamad, Yusoff, & Ghazali 21-27). The increasing use of Arabic language in the Muslim society calls for a continuous practice of English as the second language in classroom in order to improve student’s acquisition levels. This research will investigate how use of L1 affects the level of acquisition of L2 among Arabic learners
Conclusion
The following discussion reviewed literature under three major categories. Under the effect of using student’s L1 in the English as a foreign language classroom section, the review realized that most researchers did not use appropriate designs to collect data. The following research will be conducted differently by involving both students and their teachers in analyzing the effect of using L1 in teaching L2. The second section dealt with the relationship between teachers’ and students’ perception of language learning to the actual L1 and L2 use in the classroom. In this section, it was realized that teachers and student’s perception in learning the second language influences the learning outcomes. The analysis discovered more adherences to cultural values that affect student’s acquisition of the second language. Finally, teachers’ and students’ beliefs on the role of L1 and L2 in the Arabic foreign language classroom contribute to the acquisition of L2. Most schools in the Arabic region use Arabic language in teaching and instructing learners. Teachers and students should change their beliefs and use the appropriate language while in an English second language classroom. The research is expected to gather information on the role of L1 in L2 learning in Arabic foreign language classroom by looking at students’ performance for a period of one year.
Works Cited
Adnan, Mohamad., Mohamad, Shukeri., Yussoff, Mohd., & Ghazali, Zamri. “Teachers’ Attitude
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Adnan, Muhamad., Muhamad, Shukeri, & Mamat, Arifin. “Why teachers use Bahasa in the
Arabic language classroom?” IIUM Journal of Education Studies 2.1 (2014): 46-55
Afzal, Shadi. “Using of the first language in English classroom as a way of scaffolding for both
the students and teachers to learn and teach English.” International Research Journal of Applied Basic Sciences 4. 7 (2013): 1846-1854
Cook, V. "Using the First Language in the Classroom." Canadian Modern Language Review
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Gaebler, Patrick. “L1 use in FL classrooms: Graduate student’s and professor’s perceptions of
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Karim, Khaled. First language (L1) influence on second language (l2) reading: The role of
transfer. University of Victoria, B.C. Canada: Department of Curriculum and Instruction. 2010. Print
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Mahmoud, Salameh. "The Effect of Using L1 (Arabic Language) in the L2 (English Language)
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Perceptions, Beliefs, and Verbal Communication." American Association of Teachers of Spanish and Portuguese 92.3 (2009): 537-549. Web. 7 Sept. 2014. http://www.jstor.org/stable/40648417
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