The influence of first-language bidialectism in foreign-language classrooms: observations from Cyprus

2011 ◽  
Vol 24 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Androula Yiakoumetti ◽  
Marina Mina
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Language Classrooms ◽  
Foreign Language Classrooms

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Vol 12 (2) ◽  
pp. 251-267
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals A REVIEW ON THE USE OF L1 IN FOREIGN LANGUAGE CLASSROOMS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Peng Zilian
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Empirical Studies ◽  
First Language ◽  
Future Research ◽  
Learning Methods ◽  
Factors Influencing ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
L1 Use

This review aims to provide a comprehensive perspective on the use of first language (L1) in foreign language classrooms by reviewing 15 empirical studies. This review found that the focuses of those studies can be categorized from five aspects: (1) extent of L1 use, (2) the purpose of L1 use, (3) factors influencing teachers’ use of L1, (4) attitudes and identities related to L1 use, and (5) the effectiveness of L1 use on second language (L2) learning. Methods for research on this area and directions for future research are suggested. 本文旨在通过对15篇实证研究的回顾，对外语课堂中母语的使用提供一个全面的视角。本文主要发现, 这些研究的主题可以分为五类: (1)使用母语的程度, (2) 使用母语的目的, (3) 影响教师使用母语的因素, (4) 关于母语使用的态度和身份转变, 以及 (5) 母语使用对外语学习的影响。基于以上发现本文总结了该领域的研究方法，指明了未来的研究方向。 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0789/a.php" alt="Hit counter" /></p>

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals An Exploration of the Potential Role of Digital Technologies for Promoting Learning in Foreign Language Classrooms: Lessons for a Pandemic

2020 ◽  
Vol 15 (14) ◽  
pp. 83
Author(s):  
Mary Masterson
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Digital Technologies ◽  
Cultural Knowledge ◽  
Virtual Space ◽  
Cross Cultural Communication ◽  
Foreign Language Learners ◽  
Age Cohort ◽  
Language Classrooms ◽  
Foreign Language Classrooms

This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.

Alternatieve Wegen Voor Gevorderde Taalleerders

1986 ◽  
Vol 25 ◽  
pp. 101-109
Author(s):  
Wil Knibbeler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Language Teachers ◽  
Integrative Approach ◽  
Educational Theories ◽  
Advanced Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Community Language

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.

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