The Effects of the Use of First Language on Learning English as a Second Language: Attitudes of Arabic EFL Learners

Teachers may wonder whether the use of first language (L1) in the second language (L2) classroom is beneficial or detrimental to L2 learning. The present study investigates the attitudes of L1 Arabic speakers towards the use of English in the L2 classroom. The study examined the following: a) whether Arabic is used in English language classrooms; b) students’ attitudes towards their English teachers’ use of Arabic; c) students’ attitudes towards their classmates’ use of Arabic; d) whether the use of Arabic facilitates L2 English learning. The study was conducted with 149 male Saudi university English as a Foreign Language (EFL) learners studying in a Saudi English department. They were asked to complete two questionnaires: a) a background questionnaire; and b) an attitudinal questionnaire. The findings revealed that the participants believed that: a) Arabic is seldom used by their teachers; b) the use of English is more beneficial than Arabic to learning English; and c) Arabic can be used in some situations by teachers when communicating important information.

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Assessing the Role of Selective Fossilization Hypothesis in Determining Fossilizable Phonetic Errors in Tunisian EFL Learners’ Oral Output

Language Testing in Focus: An International Journal ◽

10.32038/ltf.2020.02.01 ◽

2020 ◽

Vol 2 ◽

pp. 1-15

Author(s):

Aicha Rahal ◽

Chokri Smaoui

Keyword(s):

Second Language ◽

Longitudinal Study ◽

Predictive Power ◽

Rating Scale ◽

First Language ◽

Linguistic Features ◽

Efl Learners ◽

Phonetic Errors ◽

Linguistic Phenomenon

Fossilization is said to be a distinctive characteristic of second language (L2) learning (Selinker, 1972, 1996; Han, 2004). It is the most pervasive among adult L2 learners (Han and Odlin, 2006). This linguistic phenomenon has been characterized by cessation of learning, even though the learner is exposed to frequent input. Based on the findings of the MA dissertation of the first researcher which is about ‘phonetic fossilization’ and where she conducted a longitudinal study, Han’s Selective Fossilization Hypothesis (SFL) is used to analyze the obtained fossilized phonetic errors in relation to L1 markedness and L2 robustness with a particular focus on fossilized vowel sounds. This is an analytical model for identifying both acquisitional and fossilizable linguistic features based on learners’ first language (L1) markedness and second language (L2) robustness. The article first gives an overview of the theory of Interlanguage and the phenomenon of fossilization. Then, it introduces SFL. This is an attempt to study fossilization scientifically. In other words, it tests the predictive power of a developed L1 Markedness and L2 Robustness rating scale based on Han’s (2009) model. The present study has pedagogic implications; it is an opportunity to raise teachers’ awareness on this common linguistic phenomenon.

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A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners

International Journal of English Linguistics ◽

10.5539/ijel.v6n7p113 ◽

2016 ◽

Vol 6 (7) ◽

pp. 113

Author(s):

Mohammadreza Khodareza ◽

Maryam Kaviani

Keyword(s):

Mother Tongue ◽

First Language ◽

Target Language ◽

Control Group ◽

Efl Learners ◽

Proposal A ◽

Post Test ◽

Objective Structures ◽

L2 Vocabulary ◽

Learning English

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>

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Writing Errors Among Arab EFL Learners: A Review of Literature

International Journal of Linguistics ◽

10.5296/ijl.v11i5.15294 ◽

2019 ◽

Vol 11 (5) ◽

pp. 319

Author(s):

Aseel Altheneyan ◽

Nora F. Boayrid

Keyword(s):

Second Language ◽

First Language ◽

Negative Influence ◽

Review Of Literature ◽

Efl Learners ◽

English Writing ◽

Error Taxonomy ◽

Multiple Levels ◽

Writing Errors ◽

Different Sources

The aim of this article is to provide an overview of common writing errors among Arab learners of English as a second language by analyzing the findings of 15 studies. The negative influence of the first language (L1) is called interference and was first introduced by Lado (1957). This article focused on studies that have examined the negative influence of Arabic on the English writing of Arab learners. It has excluded studies that dealt with common errors resulting from different sources such as, intra-lingual errors (i.e. resulting from L2). The findings of the reviewed studies were analyzed based on James’s (2013) error taxonomy. Accordingly, three types of errors were identified, namely, substance errors, textual errors, and discourse errors. The analysis suggested that Arabic has influenced learners’ English writings at multiple levels.

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Investigating The Effect Of Textualization On Learning Vocabularies Among Iranian EFL Learners

International Journal of Advanced Multidisciplinary Scientific Research ◽

10.31426/ijamsr.2018.1.6.616 ◽

2018 ◽

Vol 1 (6) ◽

pp. 51-62

Author(s):

Nazal Allahmoradi

Keyword(s):

Second Language ◽

Incidental Learning ◽

Vocabulary Learning ◽

First Language ◽

Explicit Learning ◽

Efl Learners ◽

Incidental Vocabulary ◽

L2 Learners ◽

L2 Learning ◽

L2 Vocabulary

Both first language (L1) learners and second language (L2) learners may incidentally gain knowledge of meaning through reading. While researchers tend to agree that incidental learning is responsible for the vast majority of L1 vocabulary learning, there is some suggestion that explicit learning of vocabulary may be responsible for most L2 vocabulary learning However, researchers agree that incidental vocabulary learning should be encouraged and incorporated into L2 learning. - There is no relationship between textualization and learning vocabulary among Iranian EFL learners.

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Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English

Applied Psycholinguistics ◽

10.1017/s0142716412000252 ◽

2012 ◽

Vol 35 (1) ◽

pp. 27-70 ◽

Cited By ~ 7

Author(s):

MARY GRANTHAM O'BRIEN ◽

CARRIE N. JACKSON ◽

CHRISTINE E. GARDNER

Keyword(s):

Second Language ◽

Speech Production ◽

First Language ◽

Pitch Accent ◽

English Speakers ◽

Linguistic Differences ◽

Prosodic Cues ◽

L2 Learners ◽

L2 Production ◽

Learning English

ABSTRACTThis study examined whether late-learning English–German second language (L2) learners and late-learning German–English L2 learners use prosodic cues to disambiguate temporarily ambiguous first language and L2 sentences during speech production. Experiments 1a and 1b showed that English–German L2 learners and German–English L2 learners used a pitch rise and pitch accent to disambiguate PP-attachment sentences in German. However, the same participants, as well as monolingual English speakers, only used pitch accent to disambiguate similar English sentences. Taken together, these results indicate the L2 learners used prosody to disambiguate sentences in both of their languages and did not fully transfer cues to disambiguation from their first language to their L2. The results have implications for the acquisition of L2 prosody and the interaction between prosody and meaning in L2 production.

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Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context

Language Teaching Research ◽

10.1177/1362168820923582 ◽

2020 ◽

pp. 136216882092358 ◽

Cited By ~ 1

Author(s):

Masatoshi Sato ◽

Neomy Storch

Keyword(s):

Second Language ◽

Group Discussion ◽

First Language ◽

Classroom Behaviors ◽

Efl Learners ◽

Learner Beliefs ◽

Regular Class ◽

L2 Motivation ◽

Australian English ◽

L1 Use

Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared those factors in two distinct contexts: Chilean English as a foreign language (EFL) ( n = 19) and Australian English as a second language (ESL) ( n = 27) contexts. In this project, the learners completed a set of group discussion activities as part of their regular class work. They then completed a questionnaire pertaining to L2 motivation, perceptions of group work, and first language (L1) use. The group interaction data were analysed for: (1) the frequency of language-related episodes (LREs); (2) the initiator of LREs (self or other); and (3) L1 use for resolving LREs. The results showed that the EFL learners produced significantly more LREs. The EFL learners also used more L1 to resolve LREs. Factor analyses of the questionnaire data, conducted within- and across-contexts, showed notable differences in the two contexts as well. However, the findings of learner beliefs did not necessarily account for the differential classroom behaviors. We discuss our findings by reference to the socio-linguistic and socio-educational statuses of English in the two contexts as well as approaches to instruction which together shaped the learners’ differential needs and purposes for learning the L2.

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VITALITAS BAHASA JAWA DAN BAHASA MADURA DI DESA REJOYOSO, KECAMATAN BANTUR, KABUPATEN MALANG (KAJIAN SOSIOLINGUISTIK)

Hasta Wiyata ◽

10.21776/ub.hastawiyata.2021.004.01.01 ◽

2021 ◽

Vol 4 (1) ◽

pp. 1-15

Author(s):

Rera Astri Wahyuni ◽

Keyword(s):

Second Language ◽

Language Attitudes ◽

First Language ◽

Descriptive Study ◽

Research Area ◽

Population Mobility ◽

The Family ◽

Quantitative Descriptive Study ◽

Quantitative Descriptive ◽

Regional Languages

Rejoyoso Village is a village with two ethnicities, namely Javanese and Madura. Rejoyoso village was chosen as a research area by reason of the existence of bilingualism in 70% of the community. Bilingualism in question is the mastery of two regional languages as the first language and second language (Javanese and Madura). Javanese is dominant in the hamlets of Wotgalih and Balong. Madurese language is dominant in Sukosari and Karangsuko Hamlets. This research focuses on the domains which influence communication and the vitality of Javanese and Madurese languages in Rejoyoso. This research is a quantitative descriptive study using a questionnaire instrument. The research location is in Rejoyoso Village by taking samples from hamlets in Rejoyoso in accordance with the dominance of the language. The results of this study indicate that the vitality of Javanese and Madurese languages is not on a safe scale, but on a vulnerable scale (stable and stable, but endangered). The use of regional languages is low in domains such as population mobility, governance, education, transactions, bilingualism, poverty, language attitudes, and religion. The safe domains are the family domain, the neighborhood and the domain of expression.

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