Language Attitude and Language Choice in Bilingual Academic Learning Environment

Dewi, Udiana Puspa; Setiadi, Criscentia Jessica

doi:10.21512/lc.v12i4.4288

Cited by 9 publications

(13 citation statements)

References 5 publications

(3 reference statements)

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“…They need to be fully aware that the use of L1 in their L2 classroom shall be only used to assist in building L2 knowledge, fostering personal interaction among teachers and learners, as well as improving teaching efficacy (Shin, Dixon, & Choi, 2020;Tsagari & Giannikas, 2018). According to Dewi and Setiadi (2018), this will help learners make the right decision as to when to refer back to their L1 at times of L2 linguistic difficult situation in an L2 classroom. These researchers have reported that their participating English majors claim to refer back to the Indonesian language in an English classroom situation where their lecturers decided on using the language because it is much simpler than in English to make a particular complex explanation understandable.…”

Section: Resultsmentioning

confidence: 99%

“…While several researchers acknowledge that the use of L1 within L2 classroom has a limited role on L2 learning progress (Almohaimeed & Almurshed, 2018;Ghobadi & Ghasemi, 2015;Çelik & Aydın, 2018), others believe that its uses support learners in making the most of their L2 learning. Debreli (2016), for instance, contends that the use of L1 in L2 classroom helps learners, in particular, to understand better teachers' explanation on specific difficult topics and new lexical items, while Dewi and Setiadi (2018), as well as Tsagari and Giannikas (2018), believe that use it in a principled way help teachers and learners to foster L2 teaching and learning. To complement the existing research on this issue by presenting the views of language teachers in an English as a Foreign Language (EFL) classroom setting, the study reported in this research, therefore, seeks to explore teacher educators' (TEs) views on the use of L1 in their L2 classrooms in the context of teacher training institution in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

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Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

Abid

2020

Lingua Cultura

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The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

Abid

2020

Lingua Cultura

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“…Furthermore, a participant thinks that the use of L1 in teaching English is allowed in teaching English when it is needed (Almoayidi, 2018) to give a comfortable atmosphere to the students (Kocaman & Aslan, 2018). It is because students learn English in the classroom only that they do not have any exposure outside the class (Dewi & Setiadi, 2018).…”

Section: N P R E S Smentioning

confidence: 99%

English Language Teachers’ Perspective of Using L1 in TEFL Class

Perdani

2021

Lingua Cultura

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The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

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“…This idea aligns with the notion proposed by Crystal (1998), who defines language attitude as one's psychological construction regarding one's own language or others' language. The attitude intended can be positive or negative (Dewi & Setiadi, 2018;Yürekli & Afacan, 2020). This statement implies that deeds triggering an attitude are related to a motive.…”

Section: Language Attitudes and Language Usementioning

confidence: 99%

Language Use and Language Attitudes of Sumbawanese Speakers in Bali

Menggo¹,

Suastra²

2020

Register J.

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This study examines the language maintenance model for a local language in another language community, specifically to examine Sumbawanese language maintenance in the Balinese community. This study encompasses 1) the Sumbawanese speakers’ competence of Sumbawanese language; 2) Sumbawanese language use patterns in the Balinese community; 3) language attitudes of Sumbawanese speakers toward their language. This study focuses on Denpasar's several locations, where most of the language interaction occurred, and data were collected through observation, interviews, and questionnaires. Those data were analyzed by using a software program, namely an excel chart data series. The research subjects were both older and younger Sumbawanese speakers. An analysis of language attitudes also considered the roles of language choice and language change in maintaining cultural diversity and ethnic identity, which will psychologically provide a feeling of assurance in personal linguistic competence. In Sumbawanese speakers, the context of communicating in Balinese society will be thoroughly considered. The findings show that speakers of Sumbawa language have good competence towards Sumbawa language, rarely use Sumbawa language, and have more positive than negative attitudes towards their language. Speakers are stimulated to maintain the frequency of language use and their positive language attitudes to be competent intercultural speakers. Keywords: Balinese, language use, language attitude, language change, Sumbawanese

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Language Attitude and Language Choice in Bilingual Academic Learning Environment

Cited by 9 publications

References 5 publications

Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

English Language Teachers’ Perspective of Using L1 in TEFL Class

Language Use and Language Attitudes of Sumbawanese Speakers in Bali

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