Introduction
Background of the Research
Use of language in classrooms has always been a topic of debate in literature. The issue of using first language (L1) while learning second language (L2) in classrooms has been a topic of interest amongst researchers. Certain researchers feel that L1 should be used to improve and increase the comprehension and learning skills of L2 (Cook, p.297) and also helps in explaining new words and difficult concepts to students (Mirza, Jabbar & Mahmus, p.3).
Great arguments against using L1 are also present nevertheless. Cook (2001) states that using L1 and L2 simultaneously will interfere in the learning process. Auerbach (1993) has stressed that greater use of L2 results in learning of new language more easily while Phillipson (1993) has stated that it helps students handling social interactions outside the classrooms.
Despite the fact that a number of studies have been conducted on how use of L1 and L2 can affect the learning process of students in classrooms, it can be seen that little or no research exists on finding out the perceptions of teachers and students on the subject. Similarly, little focus has been put on how use of both L1 and L2 in classrooms affects the learning process of L2 compared to when L1 is used in classrooms and when only L2 is used in classrooms keeping perceptions of teachers and students in view. Not taking the views and perceptions of teachers and students and not comparing these with each other will cause problems in understanding which strategy works best when students are taught L2 language. This will therefore affect the effectiveness of learning process of a new language even when the students are motivated to learn a new language.
Research Response
The main aim of this research is to find out how the use of first and second languages affects the learning process of students and which teaching technique is most suited. The three teaching techniques which will be focused on this research are: use of L1 in classrooms to teach L2, use of only L2 in classrooms, use of both L1 and L2 in classrooms. The perceptions of teachers and students will be compared so that it can be deduced as to which teaching strategy and which use of language (L1 or L2) in classrooms helps students to learn with more ease.
Forecast of Paper
This paper will find out which language (L1 or L2) results in greater effectiveness in learning process of students of a new language. The paper will collect data from teachers and students both and compare them to reach out a conclusion. Hence, the paper will find out the language which will drive the best results amongst the students while acquiring a new language. It will also highlight the factors which are causing problems in learning the new language when taught in either in L1, L2 and L1 and L2 both. Therefore, through this research, the researcher will be able to very clearly identify as to which language works best in a classroom setting while acquiring a new language.
References
Auerbach, E., 1993. ‘Reexamining English Only in the ESL Classroom.’ TESOL Quarterly, 27(1), pp. 9.
Cook, V., 2001. ‘Using the First Language in the Classroom.’ Canadian Modern Language Review. 57(3), pp. 402-410.
Mirza, M., Mahmus, K. & Jabbar, J., 2012. ‘Use of Other Languages in English Language Teaching at Tertiary Level: A Case Study on Bangladesh.’ English Language Teaching, 5(9), pp. 71–77.
Phillipson, R., 1992. Linguistic Imperialism. Oxford: Oxford University Press.
