L1 Use in EFL Classes with English-only Policy: Insights from Triangulated Data
Keywords:
EFL Classes, EFL Learners, Interview, L1 use, Observation, Perceptions
Abstract
This study examines the role of the use of the L1 in EFL classes from the perspective of EFL learners. The triangulated data were collected using class observations, focus group semi-structured interviews and the learners’ written reports of their perceptions and attitudes in a purposedesigned questionnaire. The participants consisted of sixty male Iranian
EFL learners who constituted three classes. The results indicated a strong tendency among the participants toward L1 and its positive effects on language learning; while only a minority of the learners favoured an Englishonly policy, the majority supported the judicious, limited and occasional use of the L1, particularly on the part of the teacher. The participants mentioned
the advantages as well as the disadvantages of the use/non-use of the L1. While the major advantage and the main purpose of L1 use was said to be the clarification and intelligibility of instructions, grammatical and lexical items, the main advantages of avoiding it were stated as being the improvement of speaking and listening skills, maximizing learners’ exposure
to English and their becoming accustomed to it. The study concludes that, overall and in line with the majority of the previous research studies, a judicious, occasional and limited use of the L1 is a better approach to take in EFL classes than to include or exclude it totally. In conclusion, a reexamination of the English-only policy and a reconsideration of the role of the L1 are recommended. Finally, the commonly held assumption that L1 is a hindrance and an impediment to the learners’ language learning is challenged.
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References
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Pablo, I., Lengeling, M. M., Zenil, B. R., Crawford, T., & Goodwin, D. (2011). Students and teachers’ reasons for using the first language within the foreign language classroom (French and English) in Central Mexico. PROFILE, 13(2), 113-129.
Rayati, R. A., Yaqubi, B., & Harsejsani, R. (2012). L1 use and Language-Related Episodes (LREs) in an EFL setting. The Journal of Teaching Language Skills (JTLS), 3(4), 99-125.
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Sipra, M. A. (2007). Bilingualism as teaching aid in a language class: L1 as a facilitator in teaching/learning process of L2 at intermediate/certificate level. Unpublished Doctoral Dissertation, National University of Modern Languages, Islamabad.
Spada, N., & Lightbown, P. (1999). Instruction, first language influence, and developmental readiness in second language acquisition. Modern Language Journal, 83, 1-22.
Spahiu, I. (2013).Using native language in ESL classroom. IJ-ELTS: International Journal of English Language & Translation Studies, 1(2), 243-248. Retrieved from www.eltsjournal.org
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760-770.
Wells, G. (1999). Using L1 to master L2: A response to Anton and DiCamilla’s “Social-cognitive functions of L1 collaborative interaction in the L2 classroom.†Modern Language Journal, 83, 248-254.
Yao, M. (2011). On attitudes to teachers’ code-switching in EFL classes. World Journal of English Language, 1(1), 19-28. Retrieved from www.sciedu.ca/wjel.
Al-Nofaie, H. (2010). The attitudes of teachers and learners towards using Arabic in EFL classrooms in Saudi public schools-A case study. Novitas-ROYAL (Research on Youth and Language), 4(1), 64-95.
Alshammari, M. M. (2011). The use of the mother tongue in Saudi EFL classrooms. Journal of International Education Research, 7(4), 95-102.
Al Sharaeai, W. (2012). Students’ perspectives on the use of L1 in English classrooms. Unpublished Master’s Thesis, Iowa State University, Iowa.
Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216–235.
Elmetwally, E. E. (2012). Students’ and teachers’ attitudes toward the use of learners’ mother tongue in English language classrooms in UAE public high schools. Unpublished Master’s Thesis, The British University in Dubai, UAE.
Forman, R. (2005). Teaching EFL in Thailand: A bilingual study. Unpublished Doctoral Dissertation, University of Technology, Sydney.
Jafari, S. M., & Shokrpour, N. (2013). The role of L1 in ESP classrooms: A triangulated approach. International Journal of English and Education, 2(3), 90-104.
Jamshidi, A., & Navehebrahim, M. (2013). Learners use of code switching in the English as a foreign language classroom. Australian Journal of Basic and Applied Sciences, 7(1), 186-190.
Jarvis, S. (2000). Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning, 50(2), 245-309.
Kafes, H. (2011). A neglected resource or an overvalued illusion: L1 use in the foreign language classroom. International Journal on New Trends in Education and Their Implications, 2(2), 128-140. Retrieved from www.ijonte.org
Kavaliauskienë, G., & Kaminskienë, L. (2007). Translation as a learning tool in English for specific purposes. KALBOTYRA, 57(3), 132-139.
Khresheh, A. (2012). Exploring when and why to use Arabic in the Saudi Arabian EFL classroom: Viewing L1 use as eclectic technique. English Language Teaching, 5(6), 78-88. Retrieved from www.ccsenet.org/elt
Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21. doi:10.5294/laclil.2013.6.2.1.
Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. Modern Language Journal, 87, 343-364.
Macaro, E. (2001). Analysing student teachers†codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85(4), 531-548.
Mart, Ç. T. (2013).The facilitating role of L1 in ESL classes. International Journal of Academic Research in Business and Social Sciences, 3(1), 9-14. Retrieved from www.hrmars.com/journals
McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English onlyâ€. System, 39, 251-263.
Mouhanna, M. (2009). Re-Examining the role of L1 in the EFL classroom. UGRU Journal, 8, 1-19.
Nazary, M. (2008). The role of L1 in L2 acquisition: Attitudes of Iranian university students. Novitas- ROYAL, 2(2), 138-153.
Nurul Hidayati, I. (2012). Evaluating the role of L1 in teaching receptive skills and grammar in EFL classes. Indonesian Journal of Applied Linguistics, 1(2), 17-32.
Pablo, I., Lengeling, M. M., Zenil, B. R., Crawford, T., & Goodwin, D. (2011). Students and teachers’ reasons for using the first language within the foreign language classroom (French and English) in Central Mexico. PROFILE, 13(2), 113-129.
Rayati, R. A., Yaqubi, B., & Harsejsani, R. (2012). L1 use and Language-Related Episodes (LREs) in an EFL setting. The Journal of Teaching Language Skills (JTLS), 3(4), 99-125.
Richards, J. C., & Rodgers, T. S. (2003). Approaches and methods in language teaching (2nd ed). Cambridge: Cambridge University Press.
Sipra, M. A. (2007). Bilingualism as teaching aid in a language class: L1 as a facilitator in teaching/learning process of L2 at intermediate/certificate level. Unpublished Doctoral Dissertation, National University of Modern Languages, Islamabad.
Spada, N., & Lightbown, P. (1999). Instruction, first language influence, and developmental readiness in second language acquisition. Modern Language Journal, 83, 1-22.
Spahiu, I. (2013).Using native language in ESL classroom. IJ-ELTS: International Journal of English Language & Translation Studies, 1(2), 243-248. Retrieved from www.eltsjournal.org
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760-770.
Wells, G. (1999). Using L1 to master L2: A response to Anton and DiCamilla’s “Social-cognitive functions of L1 collaborative interaction in the L2 classroom.†Modern Language Journal, 83, 248-254.
Yao, M. (2011). On attitudes to teachers’ code-switching in EFL classes. World Journal of English Language, 1(1), 19-28. Retrieved from www.sciedu.ca/wjel.
Published
2015-06-30
How to Cite
Tamimi Sa’dS. H., & Qadermazi, Z. (2015). L1 Use in EFL Classes with English-only Policy: Insights from Triangulated Data. Center for Educational Policy Studies Journal, 5(2), 159-175. https://doi.org/10.26529/cepsj.147
Section
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