scholarly journals The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom

2000 ◽  
Author(s):  
Jeanine Huber
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Target Language ◽  
Language Classroom ◽  
Foreign Language Classroom

First language and target language in the foreign language classroom

2009 ◽  
Vol 44 (1) ◽  
pp. 64-77 ◽  
Author(s):  
William Littlewood ◽  
Baohua Yu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
First Language ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Language Classroom ◽  
Foreign Language Classroom

For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learning.

scholarly journals Observing Anxiety in the Foreign Language Classroom: Student Silence and Nonverbal Cues

2020 ◽  
Vol 2 (1) ◽  
pp. 116-141
Author(s):  
Kate Maher ◽  
Jim King
Keyword(s):  
Foreign Language ◽  
Cognitive Processing ◽  
Negative Evaluation ◽  
Target Language ◽  
Language Anxiety ◽  
Nonverbal Cues ◽  
Multiple Forms ◽  
Image Protection ◽  
Language Classroom ◽  
Foreign Language Classroom

This study looked at multiple forms of silence and nonverbal cues of language anxiety in the foreign language classroom to explore their functions from the perspectives of students. Using the Classroom Oral Participation Scheme (COPS) developed by King (2013), 18 hours of observation produced data on learners’ verbal and non-verbal participation behaviours in Japanese university EFL classes. The data was analysed using the COPS participatory categories. Three recurring forms of silent L2 behaviour were identified: short responses, use of L1, and non-talk. Semi-structured follow-up interviews were carried out with 14 studentswhose silent behaviour was observed and transcribed into a corpus of 43,711 words. In addition to facilitative functions of silence such as cognitive processing, interviewees reported using silence to navigate interpersonal interactions with their classmates and fear of negative evaluation by peers. Findings illustrate how anxious learners may limit social exchanges in the target language for image protection purposes. For example, some students used short responses to avoid revealing a different opinion to their partner that might lead to an awkward interaction. The results suggest that awareness of nonverbal cues and silent behaviour - with multiple forms and functions, should be explored further as an approach to detecting language anxiety in EFL contexts.

scholarly journals Use of Saudi EFL Adult Learners’ L1 to Address Foreign Language Classroom Anxiety

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Khaled Besher Albesher ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Research Question ◽  
Target Language ◽  
Medium Of Instruction ◽  
Main Research ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

This study highlights the major emotional and psychological factors related to the medium of instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety (FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the teacher in the target language. Thus, the main research question of the study is how the medium of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has been administered on the teachers and students on five-point Likert-scale with the responses ranging from strongly agree to strongly disagree. There are twelve items in the survey and each item tends to explore different psychological dimension of the issue. 100 adult Saudi university students and 100 EFL teachers have responded to these items. The main finding of the study is that learner’s L1 speeds up the language learning process in a natural way if used occasionally and judiciously with the objective of keeping self-esteem and self image of the learners intact and bringing their FLCA down. The research study not only brings to surface the current state of bilingual EFL education in Saudi context, but also puts forth recommendations for learners, teachers, administrators, and policy makers to strengthen English language teaching/learning in EFL perspective in the bilingual context.

Emic perspectives on young Danish learners’ foreign language classroom anxiety

2021 ◽  
pp. 136216882110012
Author(s):  
Katalin Fenyvesi
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Qualitative Inquiry ◽  
Target Language ◽  
Structured Interviews ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Children’S Views ◽  
Classroom Anxiety

This study explores what young Danish learners found anxiety-provoking or difficult in their English as a foreign language (EFL) classes. Participants ( n = 32) were early and later starters (ages 8 years vs. 10 years) at two primary schools where children were not assessed in English. The qualitative inquiry aimed to examine what differences characterized 8- and 10-year-old children’s views and how their foreign language classroom anxiety (FLCA) changed over time. Semi-structured interviews were conducted with each child in one-on-one settings and the answers were analysed by thematic analysis. The emerging themes revealed three main categories of situations that made children anxious. The first one concerned being afraid of making mistakes. The second category comprised social situations in which children were asked to speak in English in front of their peers and they were anxious that other children would criticize them or laugh at them. The third category comprised situations in which children felt insecure, for example, they did not understand their teacher’s talk in the target language, did not know the meaning of words they were supposed to learn, did not understand the task at hand, or they had to do tasks they thought were beyond their abilities. Children who experienced a decrease of FLCA after one year of instruction indicated that appropriate support from the teacher had reduced FLCA in some of these situations. Pedagogical implications of the different causes of anxiety are discussed.

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