The use of l1 in an
Teachers use L1 to consolidate knowledge that students have learned about the foreign language, such as its vocabulary, sentence structures, and cultural aspects.
In this paper I will: 1 review the literature on language teaching and the use of L1, 2 discuss when and when not to use L1, and 3 consider the pros and cons of native English speaking teachers' fluency in L1.
Modern Language Journal, 73 2 To allow input to readily become knowledge, there must be interaction between TL learners and other speakers. These scholars argue that the avoidance of L1 use denies TL learners a valuable educational tool.
It is critical for teachers to realize the effectiveness of students' L1 and attempt to use it positively.
The attitudes of english teachers about the use of l1 in the teaching of l2
Research studies have revealed that L1 is not only an efficient learning tool but also a useful teaching method if pedagogical activities are well designed. If a word or sentence is simple enough, it is worthwhile to take the time to define or explain it in the TL. This is an instance where I believe, especially at lower levels, L1 can be used as a crutch to help build vital bridges linking what students already know in L1 to new information in L2. Analyzing student teacher's code switching in the foreign language classrooms: Theories and decision making. Three key issues are addressed: the rationales for the use of L1, the positive effects of L1 on foreign language learning and teaching, and the ways in which L1 can assist foreign language teachers. The teacher also incorporates the ideas from levels one and two. Peer revision in the L2 classroom: Socio-cognitive activities, mediating strategies, and aspects of social behavior. The majority of English language teaching takes place in classrooms where both the students and the teacher share the same L1 first language. Just for fun: All bilinguals are aware of words and phrases that are easily mistranslated and produce funny consequences. For example.
This is a golden question indeed, and the answer isn't so clear cut. Cheltenham, England: Mary Glasgow. They're using L1 to perform comprehension checks.
The use of l1 in an
L1 use in the L2 classroom: One teacher's self-evaluation. As for managing student behavior, one of the many responsibilities of teachers is to create a non-interfering learning environment. Her data also revealed that the teacher utilized L1 to explain vocabulary, to communicate tasks, and to encourage students to speak in English. CLT doesn't necessarily take into account the students' training in L1 or L2 and therefore, as a method, doesn't exploit their ability to analyze a new language. Vygotskian approaches to understanding foreign language learner discourse during communicative tasks. Likewise, proscribing the use of L1, particularly at lower levels, is not practical and removes critical opportunities for students to make important connections between the L1 and the L2. Second language reading strategy instruction: Its effect on comprehension and word inference ability. A teacher can exploit their students' previous L1 learning experience to increase their understanding of L2. AILA Review, 16, For example, L1 may help present the meanings of abstract and complicated vocabulary items in a less time consuming but more effective manner. However, Edstrom has suggested the use of L1 if students make comments that reveal stereotypical understandings or inaccurate comprehension. Lally's research revealed that students who prepared a writing task in L1 received higher scores for organization. RELC, 37 2 , In some cultures, "saving face" can have a tremendous effect on a student's willingness to make a mistake.
In terms of conveying the meaning of new words, the students' previous L1 learning experience may be beneficial to them because it can be exploited to increase their understanding of the TL Prince, However, some scholars Willis, ; Weschler, feel that using L1 to give instructions for complicated tasks, particularly to lower-level students, is a justified use.
The Canadian Modern Language Review, 58 3 Within this realm, however, there is definitely a place for L1. The trick is deciphering if that's what's actually taking place in their conversation!
Classroom code-switching in post-colonial contexts: Functions, attitudes and policies.
based on 16 review