Using L1 to Teach L2
בס"ד
Using L1 to teach L2
Table of contents
Abstract __________________________________________________3
Introduction ______________________________________________ 4
Chapter 1. Theoretical Background ____________________________6
1.1 The communicative language teaching approach _______________6
1.2 Should we use L1 in the communicative language classroom?_____7
1.3 The existing mixed views of using L1 in CLT _________________9
1.31 When to use L1 in the foreign language classroom ____________11
1.32 When not to use L1 in the foreign language classroom _________15
Chapter 2. The Present Research ______________________________18
2.1 The Research Question __________________________________18
2.2 Method _______________________________________________19
2.3 Results _______________________________________________20
2.4 Analysis and discussion __________________________________27
Bibliography __________________________________________31
Abstract
This paper deals with the use of L1 in teaching L2. A traditional method of teaching strongly discourages the use of L1 saying that it interferes with the communicative approach to teaching, as using L1 stops the flow of L2. On the other hand, not using L1 ignores the previous experience of pupils and wastes precious class time in explaining things that have already been taught in the students' native language.
In the light of the contradictory results in the literature (some researchers encouraging the use of L1, and others discouraging) I decided to look into the subject.
The subjects of my research were English teachers of various classes, from elementary school to high school. I asked them how much L1 they use in their teaching, and when they feel it is right to use L1.
The results indicated that at a lower level the students were taught more in L1, and at a higher level the students were taught more in L2. The lower level students were both younger students and students in high
Using L1 to teach L2
Table of contents
Abstract __________________________________________________3
Introduction ______________________________________________ 4
Chapter 1. Theoretical Background ____________________________6
1.1 The communicative language teaching approach _______________6
1.2 Should we use L1 in the communicative language classroom?_____7
1.3 The existing mixed views of using L1 in CLT _________________9
1.31 When to use L1 in the foreign language classroom ____________11
1.32 When not to use L1 in the foreign language classroom _________15
Chapter 2. The Present Research ______________________________18
2.1 The Research Question __________________________________18
2.2 Method _______________________________________________19
2.3 Results _______________________________________________20
2.4 Analysis and discussion __________________________________27
Bibliography __________________________________________31
Abstract
This paper deals with the use of L1 in teaching L2. A traditional method of teaching strongly discourages the use of L1 saying that it interferes with the communicative approach to teaching, as using L1 stops the flow of L2. On the other hand, not using L1 ignores the previous experience of pupils and wastes precious class time in explaining things that have already been taught in the students' native language.
In the light of the contradictory results in the literature (some researchers encouraging the use of L1, and others discouraging) I decided to look into the subject.
The subjects of my research were English teachers of various classes, from elementary school to high school. I asked them how much L1 they use in their teaching, and when they feel it is right to use L1.
The results indicated that at a lower level the students were taught more in L1, and at a higher level the students were taught more in L2. The lower level students were both younger students and students in high
Bibliography: Atkinson, D. (1993). Teaching monolingual classes. London: Longman. Auerbach. (1993). Re-examining English only in the EFL classroom TESOL quarterly 27 (1) 9-32 Chapman, L Harmer, J. (1983). The practice of English language teaching. Essex: Longman. Hummel, K.M.(January 2010) Translation and short-term L2 vocabulary retention: Hindrance or help? Language teaching research journal Hymes, D.H(1972) Brown, H. Douglas (1994) Principles of Language Learning and Teaching. Prentice Hall Swan, M Weschler, R. (1997, November). Uses of Japanese in the English classroom: Introducing the Functional-Translation Method. The Internet TESL Journal. Vol. III, No. 11, November 1997 [Online.] Available: . Yamamoto-Wilson, J. R. (1997). Can a knowledge of Japanese help our EFL teaching? The Language Teacher, 21(1), 6-9.