Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study
Recently the issue of having recourse to second language (L2) learners’ first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counter-claims with respect to L1 use in L2 learning. The findings of L...
| Main Authors: | , |
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| Format: | Article |
| Language: | Catalan |
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Universitat Autònoma de Barcelona
2014-10-01
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| Series: | Bellaterra Journal of Teaching & Learning Language & Literature |
| Subjects: | |
| Online Access: | https://revistes.uab.cat/jtl3/article/view/539 |
| _version_ | 1828924312169480192 |
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| author | Hassan Mohebbi Sayyed Mohammad Alavi |
| author_facet | Hassan Mohebbi Sayyed Mohammad Alavi |
| author_sort | Hassan Mohebbi |
| collection | DOAJ |
| description | Recently the issue of having recourse to second language (L2) learners’ first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counter-claims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. Researchers and practitioners who have observed L2 classrooms have identified different functions of L1 in L2 learning. Drawing on previous research as a framework, the present study investigates teachers’ beliefs and perceptions about L1 use in English-as-a-foreign language (EFL) learning contexts. To this end, seventy-two L2 teachers volunteered to fill in a questionnaire which probed into their beliefs and perceptions about employing learners’ L1 (Persian) in L2 (English) learning. The data obtained revealed that the L2 teachers used L1 mainly to provide feedback, teach new vocabulary, explain grammar, build rapport, manage the class, give individual help to learners, and save time in lengthy task explanations. However, in contrast to the L2 studies to date in this field, the teachers expressed that they never fall back on learners’ L1 to explain instructions for assignments or projects. The findings might have significant implications for language teachers, in particular in EFL contexts, regarding the facilitative effects of L1 use on L2 learning. The pedagogical implications of the study are explained in detail. |
| first_indexed | 2024-12-13T22:53:43Z |
| format | Article |
| id | doaj.art-cce4ed96660e46ad9fee90bb3d857f6b |
| institution | Directory Open Access Journal |
| issn | 2013-6196 |
| language | Catalan |
| last_indexed | 2024-12-13T22:53:43Z |
| publishDate | 2014-10-01 |
| publisher | Universitat Autònoma de Barcelona |
| record_format | Article |
| series | Bellaterra Journal of Teaching & Learning Language & Literature |
| spelling | doaj.art-cce4ed96660e46ad9fee90bb3d857f6b2022-12-21T23:28:33ZcatUniversitat Autònoma de BarcelonaBellaterra Journal of Teaching & Learning Language & Literature2013-61962014-10-017410.5565/rev/jtl3.539422Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based StudyHassan Mohebbi0Sayyed Mohammad Alavi1English Department, Faculty of Foreign Languages, University of Tehran, Tehran, IranDepartment of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, IranRecently the issue of having recourse to second language (L2) learners’ first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counter-claims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. Researchers and practitioners who have observed L2 classrooms have identified different functions of L1 in L2 learning. Drawing on previous research as a framework, the present study investigates teachers’ beliefs and perceptions about L1 use in English-as-a-foreign language (EFL) learning contexts. To this end, seventy-two L2 teachers volunteered to fill in a questionnaire which probed into their beliefs and perceptions about employing learners’ L1 (Persian) in L2 (English) learning. The data obtained revealed that the L2 teachers used L1 mainly to provide feedback, teach new vocabulary, explain grammar, build rapport, manage the class, give individual help to learners, and save time in lengthy task explanations. However, in contrast to the L2 studies to date in this field, the teachers expressed that they never fall back on learners’ L1 to explain instructions for assignments or projects. The findings might have significant implications for language teachers, in particular in EFL contexts, regarding the facilitative effects of L1 use on L2 learning. The pedagogical implications of the study are explained in detail.https://revistes.uab.cat/jtl3/article/view/539first language usecode-switchingEnglish-as-a-foreign-language |
| spellingShingle | Hassan Mohebbi Sayyed Mohammad Alavi Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study Bellaterra Journal of Teaching & Learning Language & Literature first language use code-switching English-as-a-foreign-language |
| title | Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study |
| title_full | Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study |
| title_fullStr | Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study |
| title_full_unstemmed | Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study |
| title_short | Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study |
| title_sort | teachers first language use in second language learning classroom context a questionnaire based study |
| topic | first language use code-switching English-as-a-foreign-language |
| url | https://revistes.uab.cat/jtl3/article/view/539 |
| work_keys_str_mv | AT hassanmohebbi teachersfirstlanguageuseinsecondlanguagelearningclassroomcontextaquestionnairebasedstudy AT sayyedmohammadalavi teachersfirstlanguageuseinsecondlanguagelearningclassroomcontextaquestionnairebasedstudy |