scholarly journals The Effectiveness of Using L1 in Second Language Classrooms: A Controversial Issue

2018 ◽  
Vol 8 (4) ◽  
pp. 375 ◽  
Author(s):  
Khedir A. Almoayidi
Keyword(s):  
Second Language ◽  
Optimal Strategy ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Mother Tongue ◽  
Classroom Teaching ◽  
Teaching English ◽  
Language Classroom ◽  
Language Classrooms ◽  
Shed Light

This paper aims to uncover the hidden debate about the efficacy and inefficacy of using mother tongue in second language classroom. Teaching English as a second language is not an easy task to be undertaken. There are many approaches that postulate the optimal strategy for better teaching. As such, numerous researchers in the fields of language teaching and learning hold a belief that the use of L1 in L2 classrooms helps to facilitate learning. However, a significant number of researchers contend that the use of L1 in L2 classroom hinders learning and deprives learners from the exposure to the second language. As such, this paper tries to shed light on both views and to give evidence that using L1 in L2 classroom has a negative impact on L2 learners.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

scholarly journals Exploring Factors of Speech Anxiety in Second Language Classroom

2019 ◽  
Vol 10 (5) ◽  
pp. 97
Author(s):  
Abdul Malik Abbasi ◽  
Samreen Riaz Ahmed ◽  
Alia Farooqi ◽  
Stephon John
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
English Language ◽  
English Speakers ◽  
Speech Anxiety ◽  
Factors Affecting ◽  
Language Classroom ◽  
The World ◽  
Language Classrooms ◽  
Esl Learners

This study aims to investigate the factors affecting on English speech of undergraduate students at the SMIU, Karachi. The study prospects two aspects as outcomes of the study, one to discover what are the major issues and hindrances and another one to find their solutions for developing techniques and skills to gain confidence while speaking English as a second language in ESL classroom and in public. It will further investigate as how to help develop a wonderful speech free from speech anxiety. The study administered Likert Scale as a tool for data collection. Forty participating students were recruited from the department of Computer Science, Sindh Madressatul Islam University, Karachi. Speech anxiety is a common phenomenon amongst the students in the second language classrooms. Second language i.e., English, however, has become the lingua franca of the world. It is no longer the language of only native Britishers and Americans, rather, it is a widely spoken language by most people living in every nook & corner of the world. This study investigates as to how ESL learners turn out as nervous speakers while speaking English. Findings of the study suggest that speech anxiety seems to be an unavoidable phenomenon for ESL learners as the data reveal. In addition, this study is associated with the previous studies that there is a moderate level of Foreign Language Speech Anxiety (FLSA) amongst the Pakistani English speakers. Since English is taught from the primary level and every literate person almost understands and speaks English. Pakistani English language speakers should speak without speech anxiety, though it seems to be a part of human nature being nervous while speaking English as a second language. The students should learn how to manage speech anxiety by welcoming it and try to overcome it not by mindless imitation but by being natural in English speech.

scholarly journals Reverse Transfer Of L2 To L1: The Case Of Code-Switching

2018 ◽  
Vol 1 (7) ◽  
pp. 57-68
Author(s):  
Shima Ghobadi ◽  
Mohammad Reza Talebinejad
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Code Switching ◽  
Reverse Transfer ◽  
Efl Learners ◽  
Language Classroom ◽  
Convenience Sampling ◽  
And Control ◽  
Academic Year

Issues related to the learners’ use of the foreign language and the mother tongue (code-switching) in the foreign language classroom and their role in language teaching and learning processes have been a common area of research. This study aimed at investigating Reverse Transfer of L2 to L1.To this end, 50 Iranian intermediate EFL learners (25 males, 25 females) at Islamic Azad University, Shahreza Branch studies in the second semester of the academic year 2016-2017 were selected through the convenience sampling method. They were then assigned randomly to the experimental and control groups.

scholarly journals Teaching the Nation: Literature and History in Teaching English

2016 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Onoriu Colăcel
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Political Action ◽  
Native Speaker ◽  
Mother Tongue ◽  
Teaching English ◽  
English Speaking ◽  
Anglo American ◽  
English Speaking World ◽  
The Uk

Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

scholarly journals LANGUAGE GAMIFICATION IN ESL CLASSROOM: TEACHING PERSPECTIVE

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Eliyas S. Mohandas ◽  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Language Games ◽  
Long Run ◽  
Esl Classroom

Language games have always been the reinforcement activities in second language acquisition. Such activities will not only help the learners to retain the knowledge but to ensure the sustainability of it for a long run. It was not until the early 2000s when researchers began to carry out studies on online language games. Soon after, the terminology of Language Gamification came into perspective. This paper discusses on the notion of language gamification from a teaching perspective. It starts by discussing the related theories on language gamification and second language acquisition before moving to discussing on creating gamification in classroom. This paper is also set to disclose the ramifications of language gamifications in teaching and learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

scholarly journals THE USE OF FIRST LANGUAGE IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Iitha Priyastiti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Native Speakers ◽  
First Language ◽  
English As Foreign Language ◽  
Efl Context ◽  
Language Classroom ◽  
Language And Education

Discussions of the second language (L2) pedagogy have been studied not only in the language and education fields. Experts working in the psychology field also propose theories on applied linguistics because L2 acquisitions involve external and internal processes. However, despite numerous studies on the field, it appears that an issue regarding the use of first language (L1) still creates continuous debates. Although arguments opposing the use of first L1 present compelling theories as to their rationale, they appear to overlook the context in which teaching and learning process takes place. The studies were either conducted in English as a Second Language (ESL) or English as a Foreign Language (EFL), where teachers are native speakers who do not share the same L1 with students. Considering the uniqueness in classroom contexts, this paper is not going to argue or take sides on the conflicting views on the use of L1. Instead, it attempts to acknowledge the gap of the context in language teaching used in previous studies. Using a sociocultural theory, this article will describe the beneficial use of L1 with a focus on its use by teachers in an EFL context where teachers share the same L1 with students. Keywords: first language, English as a Foreign Language, sociocultural theory

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