First style and bashledge position as a Foreign deli preciseLanguage is the nearly dynamic form of symbolism that cultures possesses Language is the medium in which people interact and glide by for the transpose of ideas , companionship and feelings . Language accomplishment has been whiz of the most fascinate aspects of human nature and had been the focus of different disciplines . For the most conk disclose(a) , lyric poem acquisition had been theorized and conceptualized in different delegacys wholly of which was to destine where phraseology came from and how it developed . On the other afford , the multicultural aspect and globalization of our corporation carry make it almost a necessity to learn position as the most favored international verbiage . roughly educational curriculums in the world integ footstep the look intoedness of side as a sulfur wording especi entirelyy in atomic number 18as where the beginning(a)ly of all or inwrought wrangle is structurally different from side of meat (Gitsaki , 1998 . According to Krashen s (1981 ) model of endorse base manner of mouthing acquisition acquired and friendshipable linguistic communications atomic number 18 different Language acquisition is a subconscious process brought ab away by the meaningful fundamental interaction of the various(prenominal) with the manoeuvre wrangle tour larn a voice communication is a conscious process which results in conscious knowledge about the lecture (Krashen , 1981 ,.103Learning a arcminute manner of converseing is a complex process that shadower be affected by different factors , one of the most leading issue is that of how premiere manner of speaking affects the article of belief of incline as a orthogonal terminology in the schoolroom . Several questiones gift extend that get-go phrase proficiency strongly predicts face language education (Clay , 1993 Snow , Burns Griffin , 1998 , more(prenominal)over , a strong correlation between outgrowth language eloquence and acquire English was in any case reported (Hiebert Pearson , Taylor , Richardson , and Paris , 1998 . Children who arrive at to learn a warrant language generally have to spend front language in comprehension and outline of the information exchanged in the arcminute language . indeed the impact of early language to discipline a second language sens be facilitative while it canister in like manner interfere with cultivation a second language such as English (Bialystok , 2002 . This literature review would impart what has been known about the role of the startle language in learning English as a second language in the context of schoolroom learning as headspring as how teachers can effectively mapping the first language to the dogma of English . This exercise would as well discuss the conjectural frame dress , the research methods and the military gatherings and weaknesses of the presented literatureAppendixAuerbach , E (1993 . Reexamining English only in the ESL schoolroom TESOL Quarterly , 27 (1Bialystok , E (2002 . Cognitive processes of L2 purposers . In V . draw (Ed Portrait of the L2 put onr (pp . 147-165 . New York : trilingual MattersBurden ,(2000 . The social function of the students mother tongue in monolingual English `conversation splites at Japanese universities . TLT Online Editor . Retrieved whitethorn 12 2008 , from HYPERLINK hypertext transfer protocol / vane .jalt-publications .org /tlt / terms /2000 /06 /burden t lacuna http /www .jalt-publications .org /tlt /articles /2000 /06 /burdenClay , M (1993 . Reading Recovery in English and other Languages tonic water address presentedat the West Coast Literacy Conference , Palm Springs , CACummins , J (2000 . Language , power and pedagogy : Bilingual children in the crossfireClevedon , England : Multilingual MattersCummins , J (2001 . Bilingual children s mother tongue : Why is it beta for educationRetrieved May 12 , 2008 , from HYPERLINK http /www .oise .utoronto .ca /MLC /MotherTongueDK .pdf t blank http /www .oise .utoronto .ca /MLC /MotherTongueDK .pdfGarcna , G . E (2000 . Bilingual children s information . In M . Kamil ,br Mosenthal , D . Pearson RBarr (Eds , Handbook of reading research Volume III (pp .163-179 Hillsdale , NJ : Lawrence Erlbaum AssociatesGiacobbe , J (1992 . A cognitive view of the role of L1 in the L2 acquisition process back Language enquiry , 8 3 , 232-250Gitsaki , C (1998 ) Second Language eruditeness Theories : Overview and Evaluation . Journal ofCommunication and International Studies 4 2 :89-98Hamers , J Blanc , M (2000 . Bilinguality and bilingualism 2nd ed Cambridge , EnglandCambridge University PressHiebert , E .H , Pearson ,.D , Taylor , B .M , Richardson , V Paris S .G (1998 . Every Child aReader . Ann Arbor , MI : Center for the Im seekment of Early Reading Achievement (CIERAJia , G Aaronson , D (2003 . A longitudinal con of Chinese children and adolescentslearning English in the United States . Applied Psycholinguistics , 24 131-161Kohnert , K (2008 . Second language acquisition : Success factors in sequential bilingualism . TheASHA loss leader , 13 2 , 10-13Krashen , S (1981 . Second Language scholarship and Second Language Learning . OxfordPergamon PressLaufer , B (2000 . Avoidance of idioms in a second language : The effect of L1-L2 degree ofsimilarity . Studia Linguistica , 54 2 , 186-196Montrul , S (2005 . Second language acquisition and first language loss in adult early bilingualsExploring whatsoever differences and similarities . Second Language Research 21 , 199-249Schweers , C (1999 . victimisation L1 in the L2 divisionroom . Forum (37 )2 Retrieved May 12 , 2008 , fromHYPERLINK http /exchanges .state .gov /forum /vols /vol37 /no2 /p6 .htm t blank http /exchanges .state .gov /forum /vols /vol37 /no2 /p6 .htmSnow , C . E , M . S . Burns , and. Griffin , explosive detection system (1998 . Preventing Reading Difficulties in YoungChildren . Washington , DC : National honorary society PressUpton , T (1997 . First and second language employment in reading comprehension st deemgies of JapaneseESL students . TESL-EJ , 3 (1Weschler , R (1997 . Uses of Japanese (L1 ) in the English rowroom Introducing the functional-translation method . The Internet TESL Journal (3 )11 . Retrieved May 12 2008 , from HYPERLINK http /iteslj .org /Articles /Weschler-UsingL1 .html http /iteslj .org /Articles /Weschler-UsingL1 .htmlAnnotated Bibliography clear , V (2001 . Using the first language in the classroom . The Canadian Modern Language recapitulation , 57 3 , 402-423Vivian Cook in this article argues for the hold of the first language in classroom article of belief . He give tongue to that the age-old avoidance of the recitation of L1 in classroom teaching have been short of being punishing since in that respect is so much potential that the intake of the L1 can bring into the learning of a second language . Cook said that the banishment of the L1 make habit of in daily classroom experiences have been brought about by the un put uped belief that the L1 would embarrass the learning of L2 . The issue of how the first language curves the learning of a second language has dominated the field of language acquisition . The long held belief that compartmentalization of two languages enables the learner to disruption between the first and second language at take over was the desired outcome of language teaching . In the naturally of language research cover evidence had been found to indorse the idea that L1 cans the learning of L2 The rootage substantiates his arguments by clearly identifying what instances pertain the intention of L1 and how it championed the learning of L2 According to Cook , L1 can be utilise to transmit meaning , teach grammar effective classroom management and for students to assist their learning of the L2 . Cook cited that the systematic use of L1 in the classroom have been documented and apply by the New Concurrent Method , Community Language Learning and Dodson s Bilingual MethodThis article gives the reader an excellent background on why L1 has been avoided by teachers and students in the classrooms for the longest time . Although there are common sense benefits for the use of L1 the points raised by the author are common place and have been the reminiscent theme of those who endorse bilingualism . In reality students and teachers rattling use L1 in some degree especially if this is the overabundant language , thus embracing the use of L1 as a classroom and teaching strategy is almost a given . Cook however was able to outline the different ways in which L1 could be integrated to the classrooms and this is probably the strongest point of the articleTurnbull , M (2001 . in that location is a role for the L1 in second and exotic language teaching , alone .The Canadian Modern Language Review , 57 4 531-539Miles Turnbull picked up the case make by Cook (2001 ) in regulateing that L1 can be employ in second and foreign language teaching . In this article the author argued that L1 indeed is a resource that should be explored and applied by teachers and students in learning a second language notwithstanding that this should be done strategically . This meant that L1 use should be systematic and in the right amount . Turnbull pointed out that maximizing L1 use in second language teaching is vague , teachers may interpret it differently and does maximize also extend to interactions beyond that of the classroom activities . Current education practices say that L1 should be avoided by teachers while making use of the target language as much as possible in to increase the experience of students to the target language . He pointed out that using L1 excessively may be counterproductive becausal agency it reinforces the dominant language if it is shared by all students . Another loss is that it lessens the exposure of the students to the target language and hence diminishes the TL excitant which broadens the knowledge and mastery of the students . The author calls for more research on this instruct as well as better guidelines and educating teachers on how and when to use L1 an the TLThis article step to the fores to be a critique of the claims made by Cook (2001 although the author said that he concur with the points raised by Cook The arguments are simply a reiteration of Cook s ideas and the empirical evidence presented are not that substantial . Moreover , the report is confusing because the title says the use of L1 in second language learning only if all throughout the , there is very little reference to the L1 and the use of Target Language (TL ) was confusing because it meant some other language other than L1 scarce is it a second or foreign language added to the confusion . Also , the author made a criticism on the idea of maximize but the report have not in truth been able to answer the how , why and when it should be maximized instead he pointed out that the education agencies are the ones to delineate its useChen , R Hird , B (2006 . Codeswitching in EFL classify in China Language , Culture and Curriculum , 19 2 , 208-220This research report presents the results of a line of business giveed to political campaign the result to which students utilize codeswitching during collection work in a class of English as a foreign language in China . Group work had been an accepted method in teaching English language to students while there had been very little research to its effectiveness or what happened during group work . This study sought to answer the said questions by sight and interviewing Chinese students during their regular classes in English . The study found that Chinese students regularly use codeswitching during their interaction in small groups when the task is to discuss a certain question or . The detectives found that the students try to speak English during group discussions but often resorted to speaking in their language to clarify their foregoing statements , to ask for help , to translate their ideas from L1 to English among others . The study reason that the presence of codeswitching in group work especially in English classes is counterproductive . Group work was supposed to support the learning of English through the input signal-interaction and through socialization , but in this case , it was evident that the supposed function of group work was done in the first language kinda than in EnglishThis research article brings to mind the numerous methods utilize in teaching English as a second and foreign language that was borrowed and adopted as is without considering how the cultural predilection of the students in a particular region would respond to it . Most English classes use group work to provide students with the hazard to speak English but more often than not , students just comply with the required output but conduct the group discussion in their own language . This study provides us with evidence that the use of L1 in teaching English classes is prevalent in this region . However , the methods used to reveal the students and how the interviews were conducted might have influenced the students to become more conscious of their English that they had to resort to codeswitching in to give the best outputNation ,(2003 . The role of the first language in foreign language learning . Asian EFL Journal , 5 2 , 1-7This article examines the role of the first language in learning a foreign language by identifying how it affects the four strands of a second language learning course . The four strands are meaning focused input and output , language focused learning and fluency discipline . The author says that the first language has a small but important role in the teaching and learning a second language . This analyzed empirical studies on the use of the first language in learning a second language to arrive at a short-list of instances wherein the use of L1 would be beneficial . It was found that the use of the first language can be beneficial to students when they had to work on tasks in L2 that are heavily meaning based and in learning L2 vocabulary through L1 translations . The said methods would go a long way in building L2 fluency and is similar to how pictures and graphs aid the learning and concord of L2 concepts . The author ends with suggestions on how to encourage L2 use in the classroom , this included integrating L2 in every teacher-student interaction as well as preparing lessons and activities that are within the skills and capacity of the students in using L2 so as not to tempt them to use L1 and to encourage and reward the use of L2 and to not punish those who do not use itThe author argued that the role of the first language in the teaching of a second language is small but important . However , from the evidences he presented it would appear that the said role is far from being small He was able to substantiate his claims by providing empirical studies to support it and interpreted at face value there is more to the use of L1 it seems . Then , the author also emphasized that L1 should not be avoided but strategically used while L2 should be encourage and used more frequently in to force students to use the L2 and hence build their fluency . The suggestions he made on how to increase L2 use was basically a reiteration of the idea that learning tasks should be geared to the skills and capabilities of the studentsExtended Critical Article ReviewMiles , R (2004 . Evaluating the Use of L1 in the English Language Classroom . inform of Humanities . Centre for English Language Studies Department of English , University of BirminghamThis is a quantitative study that sought to test the assertion that the use of the first language facilitated learning of the second language in an English language classroom and that the use of the firs language did not block off the learning of the second language . The was complete as an action research wherein the measures of the study and the unsettleds tested were compound in the daily classroom lessons and activities . This study measured the influence that L1 had on the learning of L2 in terms of the gain that the students garnered from the pretest and housetest of the mark English bear witness used by the university . The variables measured in this test were the presence and use of L1 (Japanese ) in an English language class and test pull ahead . The police detective conducted two experiments to test the hypothesis that the use of L1 did not hinder L2 learning and that it facilitated L2 learning instead . The results indicate that the class in which L1 was permitted improved their scads significantly than the other classes in which L1 was not permitted and where L1 was limited . The second experiment however did not statistically supported the supposition that L1 use facilitated learning of L2 due to inconclusive statistical value however it was still indicative that using L1 in the classroom was beneficial to the students .
It was cogitate that L1 use in the teaching of a second language should be permitted but at the aforesaid(prenominal) time be limited to support activities rather than relying on the L1 for teaching the L2This research was inspired by the personal warp of the investigator being an English teacher for second language learners thus it was natural for the research to be projected to prove that L1 use is not a hindrance to L2 learning . The key fruit concepts used in this study included L1 or the first language and L2 or the second /target language . The first language refers to the language that the individual first learns in to communicate with other people . At present , the multicultural society is faced with the reality that a first language may not necessarily be the true or native language of that culture . The second language however unremarkably means the learning of the English language . The researcher pointed out that the concept of English as the superior language had been a social and political construct that the whole world have embraced especially in the idea of an English only classroom . The discussion on first and second language also leads to the issue of monolingual and bilingual approaches to the teaching of the English language . Those who advocate a monolingual approach says that learning a second language should mirror how the first language was learned , thus direct instruction and more exposure to the second language would make learning the L2 more efficiently . The monolingual approach had caused the English only policy in most schools and universities across countries especially when English language learning is positive . More recently , the bilingual approach to the teaching of English had been gaining momentum as more and more practitioners advocate the use of the first language in the teaching of English . The bilingual advocates argue that learning a language is not as simple as exposing the learner to the language constructing meaning and understanding the language involves the use of the first language and to ignore it would be a mistakeThe researcher is obviously a supported of the bilingual approach hence the objectives of the study , however , the need for establishing concrete proof of the advantages of the approach justifies the purpose of the study . According to the researcher , the most damaging claims aimed against the bilingual approach is that the use of L1 hinders the learning of the L2 and that it only interferes with the learning experience of students . Since there are a couple of(prenominal) researches on this issue the researcher deemed it necessary to conduct the said research in an attempt to validate his ideas and theories . The research was founded on the theory of Cook (2001 ) that the L1 is a useful resource that could help facilitate the learning of L2 through strategic use of the L1 in classroom activitiesThe author presents a solid argument for the objectives of the study as well as excellently laying the footing for the current research in terms of the theoretical and applied studies on the use and role of the L1 in the teaching of a second language . On the other hand , the research questions posed by the study are quite simplistic and do not actually further the theory of L1 use but only lends support to the theory that it is real and mensurable . Of course researches are done to answer questions and probably the author is tormented with the said questions as he is presently teaching in an institution that adopted the English only policy . This would be a personal bias that may ultimately seep into the way the results of the study are analyzed and evaluated which is one of the greatest threats to the validity of the claims and conclusions that this study would generateThe study used a quasi-experimental design in which 3 groups or classes that corresponded to the conditions that would make the comparing of the test scores of the participants possible was identified and used The 3 groups were a class in which L1 was permitted and where the teacher can speak the students L1 , the second group was where L1 was permitted but the teacher did not speak the student s L1 , the last group was an English only class which meant that L1 use was The students in this study were all Japanese college freshmen who were in the country as part of their college education and were to study English subjects for a whole year after which will come on their education in Japan . This group therefore is noble-minded because they are homogenous , that is they share the same L1 , had the same rate of exposure to English prior to coming to the university , they also were also taking similar subjects , used the same textbooks and followed the same lessons . The first experiment involved using the pretest scores of the students in the break English Test that the university used and after five months of classes , the students were retested to determine whether there were any improvements in the scores both in the written and oral exams . The second experiment used the class where the teacher spoke the L1 and where L1 was permitted . The experiment involved giving the students 2 difficult and 2 easy lessons that corresponded to days in which L1 was used and days in which L1 was banned in the classroom . Test results were again compared to indicate learning and the influence of L1 to the rate of L2 learningThe strength of this study was in its theoretical and conceptual arguments and assumptions however its primary weakness is in its methodology . As discussed , the study used an experimental approach in which 3 groups were compared , the independent variable was the use of L1 and the dependent variable was the post test scores as a measure of L2 learning . The problem with the design is that L1 was treated as the intervention introduced to the groups that might not cause any change in the test scores . We know that a treatment condition is needed for an experiment and the use of L1 did not satisfy the treatment condition as proposed by the researcher . This is because the students in all the groups shared the same L1 and since the researcher had no way of knowing or measuring to what rate L1 was used in the classroom , saying that it is the experimental condition is bogus . There may be instances when students used the L1 without the knowledge of the teachers and for five months the researcher actually had very little make over the said variable . Another problem in this design is that test scores were used to measure the pre and post L2 learning of the students . It is safe to assume that after five months of classes in English , the students would generally be able to learn something careless(predicate) of whether they used L1 in the class or not . The researcher compared the different in the pre and post test scores and concluded that the higher scores in the post test for the group wherein L1 was permitted indicated the positive influence of L1 . This may be true but one would also ask whether the increase in the scores was an exposure or learning effect considering that the students are actually studying English . The second experiment was also more flawed than the first because it only used the same group of students with four lessons in varying difficulties . There was no examine group to compare it to and the lessons were designed to range in clog but with different content and . The issue here is that the lessons may not be on the same cognitive level such that conjunctions needed some form of analysis while superlatives only involved and sequencing . At the same time , the lessons were not pretested and validated before it was used in the actual studyDespite the loopholes in the study which the researcher admitted and acknowledged , the results indicate that to some expiration the use of L1 did support and facilitate the learning of L2 and that it did not hinder the learning experience at all . Although , the latter is more of a speculation than an actual result since there was actually no way of measuring in what ways it hindered L2 learning . This study demonstrated how difficult it is to conduct a controlled study on language learning in a classroom setting since there are too many variables to consider and anticipate for . Also , it calls to question what really the appropriate measures of L2 learning are and how can this be observed and measured in the classroom when we know that learning does not occur in a vacuum and that language learning is the most indeterminate of all ...If you want to get a full essay, stage it on our website:
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