Use of the first language in the EFL classroom as viewed by English philology students
Ewa Lewicka-Mroczek
dr Ewa Lewicka-Mroczek - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut NeofilologiiEdyta Wajda
dr Edyta Wajda - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut NeofilologiiAbstract
For years there have been debates among applied linguists and in-service teachers as to whether to allow any inclusion of learners’ mother tongue in the process of foreign language teaching. Since second language acquisition theories do not offer a precise answer, the actual use of the first language in the classroom depends on the beliefs of teachers and learners. Recent research studies concerning teachers and students’ views on whether learners’ L1 should be present or avoided in the teaching context seem to suggest that at present the controlled use of the L1 is perceived as beneficial. This article presents the results of a survey study on the perception of the usefulness of the L1 conducted among pre-service teachers of English at the University of Białystok. The findings support the view that the purposeful employment of the L1 may result in an increase in learning outcomes.
Keywords:
role of the L1, foreign language teaching, pre-service teachers’ perceptions of the L1References
tkinson D., Teaching Monolingual Classes, London 1993.
Auerbach E.R., Reexamining English only in the ESL classroom, “TESOL Quarterly” 1993, 27/1, s. 9–32.
Brooks-Lewis K.A., Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning, “Applied Linguistics” 2009, s. 216–235.
Carson E., Kashihara H., Using the L1 in the L2 classroom: The students speak, “The Language Teacher” 2012, 36.4, July/August, s. 41–48.
Cheng X., Research on Chinese college English teachers’ classroom code-switching: Beliefs and attitudes, “Journal of Language Teaching and Research” 2013, 4, s. 1277–1284.
Dulay H., Burt H., Krashen S., Language Two, Oxford 1982.
Gebhard J.G., Teaching English as a Foreign Language, Ann Arbor 1996.
Howatt A.P.R., A History of English Language Teaching, Oxford 1984.
Imran S., Wyatt M., Pakistani university English teachers’ cognitions and classroom practices regarding their use of learners’ first languages, “Asian EFL Journal” 2015, 17(1), s. 138–179.
Kim S., Elder C., Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk, “Language Teaching Research” 2005, 9, s. 355–380.
Knight T., Learning vocabulary through shared speaking tasks, “The Language Teacher” 1996, 20, 1, s. 24–29.
Krashen S., The Input Hypothesis: Issues and Implications, New York 1985.
Laufer B., Shmueli K., Memorizing new words: Does teaching have anything to do with it, “RELF Journal” 1997, 28, 1, s. 89–108.
Lewicka-Mroczek E., Potocka D., Język ojczysty na lekcji języka obcego. Przegląd badań, [w:] Z problematyki kształcenia językowego, E. Awramiuk, M. Karolczuk (red.), Białystok 2016, s. 211–228.
Lin A.M.Y., Teaching in Two Tongues: Language Alternation in foreign Language Classrooms, “ERIC DIGEST ED” 1990, http://files.eric.ed.gov/fulltext/ED399799.pdf, DOA: 05.09.2017.
Lin A.M.Y., Wu Y., May I speak Cantonese?” Co-constructing a scientific proof in an EFL junior secondary science classroom, “International Journal of Bilingual Education and Bilingualism”, 2015, 18, s. 289–305, https://hub.hku.hk/bitstream/10722/214647/1/Content.pdf, DOA: 05.09.2017.
Macaro E., Codeswitching in the L2 classroom: a communication and learning strategy, [w:] Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, E. Llurda (red.), Boston, MA 2005, 63–84.
MacDonald C., Using the target language, Cheltenham, England 1993.
Nation I.S.P., Learning vocabulary in another language, Cambridge 2001.
Neocleus G., Closing the Gap: Student Attitudes Toward First Language Use in Monolingual EFL Classrooms, “TESOL Journal” 2017, Volume 8, Issue 2, s. 314–341.
Sampson A., Learner code-switching versus English only, “ELT Journal” 2012, 66, s. 293–303. https://academic.oup.com/eltj/article-abstract/66/3/293/438516/Learner-code-switching-versus-English-only?redirectedFrom=PDF, DOA: 05.09.2117.
Schweers C.W. Jr., Using L1 in the L2 Classroom, “English Teaching Forum Online” 1999, 37/2. 6–9, https://scholar.google.com/scholar?q=Schweers, C. W. Jr., Using L1 in the L2 Classroom, “English Teaching Forum Online”&hl=pl&as sdt=0&as vis=1&oi=scholart&sa=X& ved=0ahUKEwiO7IWvs-DWAhWOh7QKHfAlBRIQgQMIJDAA, DOA: 05.09.2017.
Sharma K., Mother tongue use in English classroom, “Journal of NELTA” 2006, 11(1–2), s. 80–87.
Swain M., Kirkpatrick A., Cummins, How to have a guiltfree life using Cantonese in the English class: A handbook for the English language teacher in Hong Kong, Hong Kong, China 2011.
Yavuz F., The attitudes of English teachers about the use of L1 in the teaching of L2, “Procedia-Social and Behavioral Sciences” 2012, 46, s. 4339–4344.
dr Ewa Lewicka-Mroczek - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut Neofilologii
dr Edyta Wajda - Uniwersytet w Białymstoku, Wydział Filologiczny, Instytut Neofilologii
