L1 Use with University Students in Thailand: A Facilitating Tool or a Language Barrier in Learning English?
Article Sidebar
Published:
Nov 12, 2013
Keywords:
Attitude Belief EFL First language (L1) Second language (L2)
Main Article Content
Abstract
This research aims at investigatingthe university students’ attitudes and purposes of L1 use in English classrooms to propose a guideline for teachers of English at the university level. The researcher uses a mixed-methods type research to integrate data from multiple sources: survey, semi-structured interview and field notes from a group of thesecond-year, the third-year and the fourth-year students at a government university in southern Thailand. The results demonstrated that the overall students hold a positive attitude towards L1 use as it plays significant rolesin domains of affective filter, comprehensible input, language preferences and language proficiency. Meanwhile they realize drawbacks of L1 if overused in EFLcontext where English is limited to the classroom only. Furthermore, the datarevealed that L1 is expected by the students to be used in translation,instruction, discussion, vocabulary, grammar and comprehension check. Thefindings ultimately suggested that teachers make a judicious use of L1 tofacilitate the students’ learning. With a carefully planned lesson, L1 shouldbe regarded as a worthy source in the field of second language learning.
Downloads
Download data is not yet available.
Article Details
Section
Articles
All rights reserved. Apart from citations for the purposes of research, private study, or criticism and review,no part of this publication may be reproduced, stored or transmitted in any other form without prior written permission by the publisher.
References
Allwright, D. (1994) Focus on the Language Classroom. Cambridge: Cambridge University Press.
AL-NOFAIE, H. (2010) The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools - a case study. Novitas-Royal, 4(1): 64-95.
Arnold, J. (1999) Affect in Language Learning. Cambridge: Cambridge University Press.
Auerbach, E. (1993) Reexamining English Only in the ESL Classroom. TESOL QUARTERLY, 27(1): 1-18.
Bateman, B. (2008) Student Teachers’ Attitudes and Beliefs about Using the Target Language in the Classroom. Foreign Language Annals, 41(1): 11-28.
Bhela, B. (1999) Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 1(1): 22-31.
Brooks, K. (2009) Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning. Applied Linguistics, 30(2): 216-235.
Bouangeune, S. (2009) Using L1 in Teaching Vocabulary to Low English Proficiency Level Students: A Case Study at the National University of Laos. English Language Teaching, 2(3): 186-193.
Campa C. J. and Nassaji, H. (2009) The Amount, Purpose, and Reasons for Using L1in L2 Classrooms. Foreign Language Annals, 42(4): 742- 759.
Carson, E. and Kashihara, H. (2012) Using the L1 in the L2 Classroom: The Students Speak. The Language Teacher, 36(4): 41-48.
Cianflone, E. (2009) L1 Use in English Courses at University Level, a survey of literature on students and teachers’ perspectives. ESP World, 8(22): 1-5.
Cook, V. (2001) Using the First Language in the Classroom. Canadian Modern Language Review, 57(3): 402-423.
Crichton, H. (2009) ‘Valued added’ modern languages teaching in the classroom: an investigation into how teachers’ use of classroom target language can aid pupils’ communication skills. Language Learning Journal, 37(1): 19-34.
Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press.
El-dali, H. (2012) L1 and Second Language Learning: A Non-Stop Debate. International Journal of Academic Research in Progressive Education and Development, 1(2): 8-32.
Ford, K. (2009) Principles and Practices of L1/ L2 Use in the Japanese University EFL Classroom. JALT Journal, 31(1): 63-80.
Freeman, L. (2000) Techniques and Principles in Language Teaching. New York: Oxford University Press.
Gabrielatos, C. (2001) L1 Use in ELT: Not a Skeleton, but a Bone of Contention: A Response to Prodromou. TESOL Greece Newsletter, 70: 6-9.
Hesse-Biber, S. N. (2010) Mixed Methods Research: Merging Theory with Practice. New York: The Guildford Press.
Horst, M., White, J., and Bell, P. (2010) First and second language knowledge in the language classroom. International Journal of Bilingualism, 14(3): 331-349.
Jabak, O. (2012) How to Make the Most of the Mother Tongue in an English Language Class? Journal of Advanced Social Research, 2(4): 191-201.
Kachru, B. (1998) English as an Asian Language. Links and Letters, 5: 89-108.
Kahraman, A. (2009) The Role of the Mother Tongue in Fostering Affective Factors in ELT Classrooms. English as an International Language Journal, 5:107-128.
Kavaliauskiene, G. (2009) Role of Mother Tongue in Learning English for Specific Purposes. ESP World, 8(22): 1-12.
Khassawneh, S. (2011) The Attitudes of Students towards using Arabic in EFL Classrooms at Yarmouk University in Jordan. European Journal of Social Sciences, 21(4): 592-602.
Krashen, S. D. (1982) Principles and Practice in Second Language Acquisition.Oxford: Pergamon Press.
Lightbown, P. and Spada, N. (1993) How Languages are Learned. Oxford: Oxford University Press.
Lopez, M. (2011) The motivational properties of emotions in Foreign Language Learning. Colomb. Appl. Linguist J., 13(2): 43-59.
Machaal, B. (2012) The Use of Arabic in English Classes: A teaching support or a learning hindrance? Arab World English Journal, 3(2): 194-232.
Macias, A. and Kephart, K. (2009) Reflections of Native Language Use in Adult ESL Classrooms. Adult Basic Education and Literacy Journal,3(2): 87-96.
Montazer, M. (2009) The Practical Use of L1 in L2 Acquisition: a Tendency toward Changing the Iranian University Students’ Attitudes. Journal of Linguistic Studies, 2(1): 9-22.
Nation, P. (2003) The role of the first language in foreign language learning. Asian EFL Journal, 5 (2): 1-8.
NAZARY, M. (2008) The Role of L1 in L2 Acquisition: Attitudes of Iranian University Students. Novitas-ROYAL, 2(2): 138-153.
Nikula, T. (2005) English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education, 16: 27-58.
Nunan, D. (1996) The Self-Directed Teacher: Managing the Learning Process. Cambridge: Cambridge University Press.
Ocak, G., Kuru, N., and Ozcalisan, H. (2010) As a classroom language, students’ attitudes towards speaking Turkish in English prep classes. Procedia Social and Behavioral Sciences 2: 661-665.
Pawar, M. (2004) Data Collecting Methods and Experiences: A Guide for Social Researchers. New Delhi: New Dawn Press Group.
Qian, X., Tian, G., and Wang, Q. (2009) Codeswitching in the primary EFL classroom in China - Two case studies. System, 37: 719-730.
Raeiszadeh, A., Alibakhshi, G., Veisi, E., and Gorjian, B. (2012) Iranian EFL learners’ Perception of the Use of L1 to L2 Translation Task in General English Classes. Advances in Asian Social Science, 2(2): 436-440.
Richards, J. (2001) Curriculum Development in Language Teaching. New York: Cambridge University Press.
Sarıçoban, A. (2010) Should native language be allowed in foreign language classes? Egitim Arastirmalari-Eurasian Journal of Educational Research, 38: 164-178.
Schweers, W. (1999) Using L1 in the L2 Classroom. English Teaching Forum, April - June, 1-13.
Simsek, R. M. (2010) The Effects of L1 Use in the Teaching of L2 Grammar Concepts on the Students’ Achievement. Journal of Theory and Practice in Education, 6(2): 142-169.
Song, Y. (2009) An investigation into L2 teacher beliefs about L1 in China. Prospect Journal, 24(1): 30-39.
Stapa, S. and Majid, A. (2006) The Use of First Language in Limited English Proficiency Classes: Good, Bad or Ugly?. Jurnal e-Bangi, 1(1): 1-12.
Sumaryono, K. and Otiz, F. (2004) Preserving the Cultural Identity of the English Language Learner. Voices from the Middle, 11(4): 16-19.
Vanichakorn, N. (2009) Re-examine the use of the students’ first language in the English as a foreign language classrooms: a cross-case analysis from undergraduate engineering students in Bangkok, Thailand. Journal of College Teaching & Learning, 6(5): 1-16.
Wajnryb, R. (1992) Classroom Observation Tasks. Great Britain: Cambridge University Press.
Weschler, R. (1997) Uses of Japanese (L1) in the English Classroom: Introducing the Functional Translation Method. The Internet TESL Journal, 3(11). [Online URL: www.iteslj.org/Articles/Weschler-UsingL1.html] accessed on August 12, 2012.
AL-NOFAIE, H. (2010) The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools - a case study. Novitas-Royal, 4(1): 64-95.
Arnold, J. (1999) Affect in Language Learning. Cambridge: Cambridge University Press.
Auerbach, E. (1993) Reexamining English Only in the ESL Classroom. TESOL QUARTERLY, 27(1): 1-18.
Bateman, B. (2008) Student Teachers’ Attitudes and Beliefs about Using the Target Language in the Classroom. Foreign Language Annals, 41(1): 11-28.
Bhela, B. (1999) Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 1(1): 22-31.
Brooks, K. (2009) Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning. Applied Linguistics, 30(2): 216-235.
Bouangeune, S. (2009) Using L1 in Teaching Vocabulary to Low English Proficiency Level Students: A Case Study at the National University of Laos. English Language Teaching, 2(3): 186-193.
Campa C. J. and Nassaji, H. (2009) The Amount, Purpose, and Reasons for Using L1in L2 Classrooms. Foreign Language Annals, 42(4): 742- 759.
Carson, E. and Kashihara, H. (2012) Using the L1 in the L2 Classroom: The Students Speak. The Language Teacher, 36(4): 41-48.
Cianflone, E. (2009) L1 Use in English Courses at University Level, a survey of literature on students and teachers’ perspectives. ESP World, 8(22): 1-5.
Cook, V. (2001) Using the First Language in the Classroom. Canadian Modern Language Review, 57(3): 402-423.
Crichton, H. (2009) ‘Valued added’ modern languages teaching in the classroom: an investigation into how teachers’ use of classroom target language can aid pupils’ communication skills. Language Learning Journal, 37(1): 19-34.
Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press.
El-dali, H. (2012) L1 and Second Language Learning: A Non-Stop Debate. International Journal of Academic Research in Progressive Education and Development, 1(2): 8-32.
Ford, K. (2009) Principles and Practices of L1/ L2 Use in the Japanese University EFL Classroom. JALT Journal, 31(1): 63-80.
Freeman, L. (2000) Techniques and Principles in Language Teaching. New York: Oxford University Press.
Gabrielatos, C. (2001) L1 Use in ELT: Not a Skeleton, but a Bone of Contention: A Response to Prodromou. TESOL Greece Newsletter, 70: 6-9.
Hesse-Biber, S. N. (2010) Mixed Methods Research: Merging Theory with Practice. New York: The Guildford Press.
Horst, M., White, J., and Bell, P. (2010) First and second language knowledge in the language classroom. International Journal of Bilingualism, 14(3): 331-349.
Jabak, O. (2012) How to Make the Most of the Mother Tongue in an English Language Class? Journal of Advanced Social Research, 2(4): 191-201.
Kachru, B. (1998) English as an Asian Language. Links and Letters, 5: 89-108.
Kahraman, A. (2009) The Role of the Mother Tongue in Fostering Affective Factors in ELT Classrooms. English as an International Language Journal, 5:107-128.
Kavaliauskiene, G. (2009) Role of Mother Tongue in Learning English for Specific Purposes. ESP World, 8(22): 1-12.
Khassawneh, S. (2011) The Attitudes of Students towards using Arabic in EFL Classrooms at Yarmouk University in Jordan. European Journal of Social Sciences, 21(4): 592-602.
Krashen, S. D. (1982) Principles and Practice in Second Language Acquisition.Oxford: Pergamon Press.
Lightbown, P. and Spada, N. (1993) How Languages are Learned. Oxford: Oxford University Press.
Lopez, M. (2011) The motivational properties of emotions in Foreign Language Learning. Colomb. Appl. Linguist J., 13(2): 43-59.
Machaal, B. (2012) The Use of Arabic in English Classes: A teaching support or a learning hindrance? Arab World English Journal, 3(2): 194-232.
Macias, A. and Kephart, K. (2009) Reflections of Native Language Use in Adult ESL Classrooms. Adult Basic Education and Literacy Journal,3(2): 87-96.
Montazer, M. (2009) The Practical Use of L1 in L2 Acquisition: a Tendency toward Changing the Iranian University Students’ Attitudes. Journal of Linguistic Studies, 2(1): 9-22.
Nation, P. (2003) The role of the first language in foreign language learning. Asian EFL Journal, 5 (2): 1-8.
NAZARY, M. (2008) The Role of L1 in L2 Acquisition: Attitudes of Iranian University Students. Novitas-ROYAL, 2(2): 138-153.
Nikula, T. (2005) English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education, 16: 27-58.
Nunan, D. (1996) The Self-Directed Teacher: Managing the Learning Process. Cambridge: Cambridge University Press.
Ocak, G., Kuru, N., and Ozcalisan, H. (2010) As a classroom language, students’ attitudes towards speaking Turkish in English prep classes. Procedia Social and Behavioral Sciences 2: 661-665.
Pawar, M. (2004) Data Collecting Methods and Experiences: A Guide for Social Researchers. New Delhi: New Dawn Press Group.
Qian, X., Tian, G., and Wang, Q. (2009) Codeswitching in the primary EFL classroom in China - Two case studies. System, 37: 719-730.
Raeiszadeh, A., Alibakhshi, G., Veisi, E., and Gorjian, B. (2012) Iranian EFL learners’ Perception of the Use of L1 to L2 Translation Task in General English Classes. Advances in Asian Social Science, 2(2): 436-440.
Richards, J. (2001) Curriculum Development in Language Teaching. New York: Cambridge University Press.
Sarıçoban, A. (2010) Should native language be allowed in foreign language classes? Egitim Arastirmalari-Eurasian Journal of Educational Research, 38: 164-178.
Schweers, W. (1999) Using L1 in the L2 Classroom. English Teaching Forum, April - June, 1-13.
Simsek, R. M. (2010) The Effects of L1 Use in the Teaching of L2 Grammar Concepts on the Students’ Achievement. Journal of Theory and Practice in Education, 6(2): 142-169.
Song, Y. (2009) An investigation into L2 teacher beliefs about L1 in China. Prospect Journal, 24(1): 30-39.
Stapa, S. and Majid, A. (2006) The Use of First Language in Limited English Proficiency Classes: Good, Bad or Ugly?. Jurnal e-Bangi, 1(1): 1-12.
Sumaryono, K. and Otiz, F. (2004) Preserving the Cultural Identity of the English Language Learner. Voices from the Middle, 11(4): 16-19.
Vanichakorn, N. (2009) Re-examine the use of the students’ first language in the English as a foreign language classrooms: a cross-case analysis from undergraduate engineering students in Bangkok, Thailand. Journal of College Teaching & Learning, 6(5): 1-16.
Wajnryb, R. (1992) Classroom Observation Tasks. Great Britain: Cambridge University Press.
Weschler, R. (1997) Uses of Japanese (L1) in the English Classroom: Introducing the Functional Translation Method. The Internet TESL Journal, 3(11). [Online URL: www.iteslj.org/Articles/Weschler-UsingL1.html] accessed on August 12, 2012.