scholarly journals LANGUAGE CHOICE IN MULTILINGUAL CONTEXT: THE USE OF L1 IN THE HOSPITALITY ENGLISH COURSES

2017 ◽  
Vol 2 (1) ◽  
pp. 263
Author(s):  
Ni Putu Era Marsakawati
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
First Language ◽  
Language Teachers ◽  
Target Language ◽  
Classroom Context ◽  
Teaching English ◽  
Food And Beverage ◽  
Teachers And Students ◽  
L1 Use

The present study presents the perception of lecturers on the use of the first language in the foreign language classroom, particularly in a tourism vocational institution in a multilingual context. The participants were 2 lecturers teaching Hospitality English: one lecturer was teaching English for Front Office and one lecturer was teaching English for Food and Beverage. The data were collected through administering questionnaire and interview. The obtained data were analyzed qualitatively. The results show that lecturers perceived the use of the first language as positive and part of learning process. They used the first language mainly as a pedagogical device for clarification, for establishing rapport, saving time, and discipline. The findings might have significant implications for EFL language teachers regarding the facilitative effects of L1 use in the foreign language classrooms. The EFL teachers need to consider the EFL classroom context as a multilingual social space in which teachers and students take advantage of dynamic, creative and pedagogically effective use of both the target language and the learners. �Keywords: first language use, lecturers �perspective, multilingual context

scholarly journals Emphasizing the use of literature as an effectual technique for teaching Language: A Study

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Abhibunnisha Begum
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Target Language ◽  
Literary Texts ◽  
Teaching English ◽  
Literature Teaching ◽  
Clear Cut ◽  
Basic Language ◽  
Language Classroom ◽  
Oral Skills

This paper aims at emphasizing the use of literature as an effectual technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. and vocabulary, grammar and pronunciation). Reasons for using literary texts in foreign language that is English and the main criteria for selecting apposite literary texts in foreign language classes are hassled as the only language in which all subjects travel is English. Moreover the teaching of language skill’s benefits is obtained through altered genres of literature (i.e. poetry, short fiction, drama and novel). Literature in a language classroom provides adequate space for the learners to observe, validate and mirror themselves. The purpose of using literature in a language classroom is to formulate the class interactive and it can be assured that an interactive class can apparently develop communicative competence of the learners and remain an enduring impact on their mind. Such a class can develop the decisive thinking abilities of the learners and at the same time preserve a learner centre environment. The use of literature is to focus on the positive contributions of a literary text as it exposes the learner to different registers, types of language use. Literature plays an important role in the English programs of many non-English speaking countries. However, there are some problems encountered by language teachers within the area of teaching English through literature. First, there are very few pedagogically-designed suitable materials that can be used by language teachers in a language classroom. Second, there is a lack of groundwork in the area of literature teaching in TESL / TEFL programs. Third, there is the nonexistence of clear-cut objectives defining the role of literature in ESL /EFL. The teacher has a significant role in teaching English through literature. Literature is not only a device for developing the written and oral skills of the students in the intention language but also is a window opening into the culture of the target language, building up a cultural proficiency in students.

scholarly journals A Study on the Use of Mixed Language in Teaching English at Hospitality Management Class

2021 ◽  
Vol 7 (1) ◽  
pp. 162
Author(s):  
Ni Luh Supartini ◽  
Ni Putu Oka Agustini
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Language ◽  
Language Instruction ◽  
Hospitality Management ◽  
Target Language ◽  
Teaching English ◽  
Interview Session ◽  
Mixed Language

Learning English as a foreign language required some strategies to achieve the goal of communication. In teaching and learning process, the teacher and students frequently use their first language to explain the difficult word in English. This study aimed to investigate the language used by the teacher as communication strategies in teaching English as a foreign language and students’ responses toward the use of each type of language instruction in teaching English at Hospitality class. To investigate the study there were 2 teachers and 2 classes of hospitality management class as the subject. The data were collected through observation of teaching and learning process and interview session. The study was designed as descriptive qualitative research and the data were analyzed descriptively. The finding showed that the teacher used the target language frequently, however the used of mixed language to explain some difficult words also found in teaching and learning process.  

scholarly journals Implications of Selected Use of Learner’s First Language in English Language Teaching

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Nan Kang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Social Functions ◽  
Limited Effect ◽  
Negative Impacts

This academic essay is an assessed coursework in Approaches and Methods in Language Teaching for taught postgraduate in School of Languages, Linguistics, Queen Mary University of London. This essay seeks to identify the necessity of inclusion of First Language  in foreign language teaching and its following positive and negative impacts. Involving Target Language in language lessons is a bright idea due to its cognitive, communicative and social functions, though it might cause a few problems, such as the limited effect on elite students, the inefficient and time- consuming learning process, student’s over-reliance of L1. In the end, the essay provides a few teaching suggestions for language teachers.

scholarly journals A Study on English Collocation Errors of Thai EFL Students

2021 ◽  
Vol 15 (1) ◽  
pp. 164
Author(s):  
Thidakul Boonraksa ◽  
Suparvadee Naisena
Keyword(s):  
Second Language ◽  
First Language ◽  
Language Teachers ◽  
Target Language ◽  
Business English ◽  
Student Groups ◽  
First Semester ◽  
Teachers And Students ◽  
Efl Students ◽  
High Level

Collocation is an often-neglected language form that foreign language teachers and students should focus on to achieve competence in a target language. In this research, the researchers studied purposely to facilitate both second language teachers and students to produce correct and appropriate collocations. The purposes of this research were 1) to study the collocation error levels of Bachelor of Arts English and Business English students studying at Northern Rajabhat University, 2) to study the relationship between first language (L1) and second language (L2) transfer collocation errors in students’ writing, and 3) to compare the collocation errors between high-proficiency students, medium- proficiency students and low-proficiency students. The research sample included 285 Thai EFL students enrolled in second-year English and Business English programs at Northern Rajabhat University during the first semester of the academic year 2021. The research instrument was a collocation proficiency test with 54 questions, which was divided into 2 sections: 1) 36 questions with 4 multiple-choice tests, and 2) 18 Thai to English translation questions. The items were chosen from the Oxford 3000™, and were common vocabulary appearing in various contexts. Research data were analyzed using mean, standard deviation, t-test (Dependent), and Friedman test. The research found that 1) the level of Grammatical Collocation errors of high-proficiency EFL students was at a moderate level, medium-proficiency and low-proficiency EFL students were at a high level, and for Lexical Collocation errors, all three groups of students were at a high level; 2) the EFL students’collocation errors were caused by the language transfer from their first language (L1) to their second language (L2), synonyms, and lack of collocation competency; and 3) the most Lexical Collocation errors found in all student groups were Adverb + Adjective. For Grammatical Collocation, all groups could use Verb + Preposition better than Noun + Preposition, and the high proficiency and medium proficiency students could perform Adjective + Preposition the least, whilst the low proficiency students were better at Adjective + Preposition.  

scholarly journals The Use of L1 in the Foreign Language Classroom

2011 ◽  
Vol 12 (2) ◽  
pp. 87 ◽  
Author(s):  
Yi-chun Pan ◽  
Yi-ching Pan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Positive Effects ◽  
Theoretical Perspectives ◽  
Language Classrooms ◽  
Key Issues ◽  
L1 Use

L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the students’ L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues—rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

scholarly journals English Language Teachers’ Perspective of Using L1 in TEFL Class

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yella Dezas Perdani
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
West Java ◽  
English Class ◽  
Language Class ◽  
Teachers And Students ◽  
English Language Teachers

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

scholarly journals The Effects of Using Advance Organizers and Captions to Introduce Video in the Foreign Language Classroom

1996 ◽  
Vol 14 (1) ◽  
pp. 61 ◽  
Author(s):  
Jing-Mei Chung
Keyword(s):  
Foreign Language ◽  
Relative Effectiveness ◽  
Language Teachers ◽  
Target Language ◽  
Advance Organizers ◽  
Advance Organizer ◽  
Foreign Language Teachers ◽  
Advantages And Disadvantages ◽  
Language Classroom ◽  
Teachers And Students

Foreign language teachers and students now have access to more video materials than ever before. This article explored two video instructional strategies, advance organizers and captions in the target language, to make the viewing experience profitable. After reviewing the relative effectiveness of various types of advance organizer and the advantages and disadvantages of using captioned video materials, a set of classroom procedures that combines advance organizers and captions to teach English as a foreign language is proposed.

scholarly journals Authentic video materials in the practical lessons of English

2021 ◽  
pp. 30-36
Author(s):  
Karina Rakhimzhankyzy Urazbay ◽  
Aigul Yesengeldievna Niyazova
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Target Language ◽  
Speech Comprehension ◽  
Internet Resources ◽  
Comprehension Skills ◽  
Language Classroom ◽  
Teachers And Students ◽  
Fast Development ◽  
Authentic Video

The fast development of innovation has brought numerous advancements to instruction, especially within the instructing of languages. In addition to textbooks and other activities, foreign language teachers use a variety of audiovisual tools to create successful classrooms. In this article attempts to explore the purpose of using video in English as a foreign language classroom and discussed the benefits of using authentic video materials when teaching a foreign language. The features of working with authentic video materials are also considered. According to the author of the article, authentic video materials allow students to improve their speech comprehension skills and enter into a discussion. Also, special attention is paid to the selection of video materials that may be interesting, understandable and relevant to the modern reality of a foreign language society. The article emphasizes the broad possibilities of Internet resources. Authentic video materials stimulate interest and also expand students’ knowledge of the linguistic characteristics of the target language. The use of authentic video materials in teaching a foreign language opens up great opportunities for teachers and students to master the language.

scholarly journals Exploring the Use of Learners’ First Language in English as a Foreign Language Classroom

2019 ◽  
Vol 11 (2) ◽  
pp. 143
Author(s):  
Laxmi Mustika Cakrawati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Observation ◽  
First Language ◽  
Foreign Language Learning ◽  
Classroom Context ◽  
Mixed Methods Approach ◽  
Teachers Perceptions ◽  
Language Classroom ◽  
Teachers And Students

The use of learners’ first language has been debated for years. Some of the researchers think that using learners’ first language can be a help for foreign language learning while others argue that it can be hindrance. Therefore, this study focuses on investigating students’ and teachers perceptions on the use of learners’ first language (L1) and problems they encountered in using English in the English as a Foreign Language (EFL) classroom context. The study involved 150 students of grade X and grade XI and two English teachers in a high school in rural Karawang, West Java. The data were collected through questionnaire, interviews, and classroom observation and were analyzed using mixed methods approach. The findings of the study reveal that the participants showed various responses related to the use of L1. The result of the study indicates that the participants perceive L1 as facilitating learning tool that can help both teachers and students in learning process. Thus, it is suggested that teachers should be able to not only use L1 wisely but also encourage their students to use more English in the classroom.

scholarly journals Exploring the Influence of Teachers' Experience on the Responses about L1 use in L2 Teaching

2021 ◽  
Vol VI (II) ◽  
pp. 21-33
Author(s):  
Muhammad Ahsan ◽  
Noshaba Younus ◽  
Muhammad Naeem
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Descriptive Analysis ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Analysis Techniques ◽  
Language Classroom ◽  
L1 Use ◽  
Teaching Grammar

The focus of the current research was to explore the influence of teachers' experience on the responses about L1 use in L2 teaching. To investigate an evident and contemplative comprehension of this topic or subject matter, the available research targeted the 156 teachers who were practising teaching English at graduation level in different public sector colleges and universities of the Southern Punjab, Pakistan. The data collection source applied for the study was a questionnaire. Data were examined using SPSS (statistical package for social sciences) 23 version. Data was examined with the help of different data analysis techniques such as descriptive analysis, analysis of variance (ANOVA), T-Test and Cronbach's alpha. The outcome of the immediate study showed that the teachers displayed a highly positive sense about the use of native language in the foreign language classroom. Most of the teachers adopted using L1 in certain occurrences for solid reasons, such as while teaching grammar and its usage in the target language classroom. Foreign language teachers were extremely inspired to use L1 while teaching short questions and summaries, letter writing and paraphrasing the text in different classes of graduation.

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