THE USE OF L1 IN L2 CLASSROO MANDITS IMPACT ON LEARNING PROCESS
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Date
2022-06
Journal Title
Journal ISSN
Volume Title
Publisher
UNIVERSITY OF MOHAMED BOUDIAF
Abstract
ABSTRACT
This exploratory sequential mixed methods study (Creswell, 2015) signifies the role
offirst language (L1) in second language (L2) instruction. The study, was carried out at four
publicschools in Algeria (M’sila) where Arabic is the L1 of both teachers and students, and
Englishis taught as a foreign language, explored Algerian English as a Foreign Language
(EFL)teachers’ (N=7) attitudes toward using Arabic (L1) to teach English (L2) and the
perceivedfunctions and/or negative ramifications of such use. It additionally investigated 104
first yearLiterary Stream
students’beliefsregardingtheirteachers’useofL1intheL2classroom.Twosets of interviews (preobservation and post-observation), questionnaires, and seven class-observations were used to
collect data. According to the findings, EFL teachers were
highlyawareoftheneedoflimitingL1use,whichwasimpactedbythekindofcoursesandstudents'profi
ciencylevels.ThestudysuggeststhatteachersemployedL1toperformsixdifferentrolesin the L2
classroom that they thought would improve L2 teaching and learning, (i.e.,
translation,metalinguistic
use,overcomingcertaindifficultiesintheclassroom,givinginstructions,motivation, and avoiding
some terms in L2 that are considered prohibited in L1), they alsoconsidered that excessive L1
usage may hinder L2 growth and it may also have negativeaffective ramifications.
Thestudents'perceptions oftheirteachers' motivationsforutilizing theL1 in the classroom mirrored
the teachers'. The findings ofthis study offer a clear image of L2teaching in foreign
environments, implying that policymakers should reconsider L2
teachinglawsthatcurrentlydonotallowanyroleforL1intheL2classroom.
Description
Keywords
Keywords:FirstLanguage,SecondLanguage,EFLclassroom,AlgerianSecondarySchool.