Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

Abstract

Recently the issue of having recourse to second language (L2) learners' first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counterclaims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. To date, L2 researchers and practitioners have observed L2 classrooms and have come up with different functions of L1 in L2 learning. The present study investigates teachers' beliefs and perceptions about L1 use in English-as-a-foreign language (EFL) learning context. To this end, seventy-two L2 teachers volunteered to fill in a questionnaire which probed into their beliefs and perceptions about employing learners' L1 (Persian) in L2 (English) learning. The data obtained revealed that the L2 teachers used L1 mainly to provide feedback, teach new vocabulary, explain grammar, build rapport, manage the class, give individual help to learners, and save time in lengthy task explanations. Additionally, in contrast to the L2 studies to date in this field, the teachers expressed that they never fall back on learners' L1 to explain instructions for assignments or projects. The findings might have significant implications for language teachers, in particular in EFL contexts, regarding the facilitative effects of L1 use on L2 learning. The pedagogical implications of the study are explained in detail. , 2014, to name but a few). Levine (2014) provides a comprehensive and anew review of the issue of L1 use in foreign language learning classroom context. The recent findings of L2 research examining the use of L1 in L2 learning undermine the strong L2-only stance advocated frequently by policy makers. The existing body of L2 research in the area of L1 use has shown the positive effect of L1 use on prompting

The Role of First Language (L1) in the Second Language (L2) Classroom: The Case of Jordanian Public Schools

“…Moreover, Kharma and Hajjaj (1989) found that 66% of their teacher-participants believed that L1 should be used in order to explain L2 grammar. Similar findings were reported by Al-Shammari, (2011), Bateman, (2008), Mohebbi and Alavi, (2014), and Sharma (2006).…”

“…In other words, learners' will tend to make links between the L1 and L2 in order to learn the L2 because "the two languages are closely linked in the mind" (Cook, 2001, p. 414 Sharma (2006) found that 42% of participating teachers used their L1 in order to define new L2 vocabulary items. A similar finding was reported by Al-Shammari, (2011), Kharma and Hajjaj (1989), Mohebbi andAlavi (2014), andShweers (1999).…”

“…In addition to Cook's (2001) study about teacher guilt, several studies have explored L2 teachers' perceptions regarding the use of L1 in the L2 classroom, specifically in EFL contexts (e.g., Al Nofaie, 2010; Al Shammari, 2011;Bruen & Kelly 2014;Copland & Neokleous, 2010;De La Campa & Nassaji, 2009;Kovacic & Kirinic, 2011;Kim & Petraki, 2009;Macaro, 1997;Mohebbi & Alavi, 2014;Polio & Duff, 1994;Sharma, 2006;Tang, 2002). These studies, conducted in various foreign language contexts, have largely found that L2 teachers generally support L1 use in the classroom.…”

“…The items of the questionnaire were adapted or modified from the questionnaires of previous studies. Table 6 shows the source of each question posed in the questionnaire: (2006) A-Help define some new vocabulary items Sharma (2006) B-Explain difficult concepts or ideas Sharma (2006) C-Give instructions Sharma (2006) D-Praise the students Mohebbi and Alavi (2014) E-Translate the reading texts Lucas and Katz (1994) F-Maintain discipline in the class Mohebbi and Alavi (2014) G-Explain the similarities and differences between Arabic and English in terms of grammar or structure or pronunciation.…”

“…classrooms. For example, Al Kharma and Hajjaj (1989), Kovacic and Kirinic (2011), and Mohebbi and Alavi (2014) studied EFL contexts and found that L1 use had several important functions in L2 classrooms, including, for example, explaining new vocabulary words and grammar points, clarifying difficult concepts or ideas, and giving instructions that could enhance the L2 teaching and learning process.…”