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Effectiveness of L1 in communicative language classroom at tertiary level

This study examines the beliefs of teachers and students regarding the use of L1 in the second language classroom. The findings highlight the various uses of L1 and its impact on language learning.

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Effectiveness of L1 in communicative language classroom at tertiary level

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  1. Effectiveness of L1 in communicative language classroom at tertiary level ArivarasyMuthulingam Department of English Language Teaching University of Jaffna

  2. Introduction • The use of mother tongue has been an inevitable part of second language teaching in various contexts. • The use of mother tongue may contribute to language learning- teaching process.

  3. Literature Review • “Moderate and judicious use of the mother is helpful and can facilitate the learning.” (Tang, 2002) • “L1 provides a sense of security and validates the learners lived experiences.” ( Schweers, 1999) • “Teachers use code-switching to check understanding to clarify and to socialize.” (Moghatam, 2012)

  4. Objective • This study examines the effectiveness of L1 in communicative language classroom at tertiary level. Research Questions • What are the beliefs of the teachers regarding the use of L1 in the second language classroom? • What are the beliefs of the students regarding the use of L1 in the second language classroom?

  5. Methodology • Mixed approach is used • Quantitative methodology • Qualitative methodology • Research Tools -Questionnaires -Semi-structured interviews

  6. Investigation Area • Location: Faculty of Arts, University of Jaffna, Sri Lanka • Subjects: 33 students and 12 lecturers • Gender: Mixed • Current Proficiency level of students: UTEL level 4 • Teachers with different qualifications and different experiences

  7. Results and Discussion Content of course

  8. Uses of L1

  9. Uses of L1 other than teaching • Talking something that is not related to course • Confirming students’ understanding • Discussing attendance and administrative information • Helping students to facilitate in the classroom.

  10. Conclusion • This study may create some awareness as to how much and for which functions some teachers feel the necessity of using L1 in their classes. • The use of L1 contributes to the success of the students or hinders it and using L1 help the students to learn the target language.

  11. Reference • Biley, Patti. (1995). English only Community College teacher Perceptions of LI use. Retrieved from http://www.eric.ed.gov/PDFS/ED389204.pdfAccess date: 31.10.2011. • Atkinson, D. (1993). Teaching monolingual classes. London: Longman. Retrieved from http://www.teachingenglish.org.uk/articles/mother- tongue-other-tongue. • Mouhanna, M. (2009),Re-examining the role of LI in the EFL classroom, inUGRU Journal, Vol.8, 1-18. • Myojin, C. (2011).The Effect of Teacher Talk in EFL Classrooms: The Nonuse or Use of Learners’ LI by an Instructor. High Beam Research. 4 Nov. 2011 retrieved from http://www.highbeam.com>. Mandela, N. (2008).

  12. Thank you

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