English Language Teaching in China: Theories on the Role of the First Language in the Second Language Acquisition

Abstract

Using first language (L1) in second language (L2) teaching is a hotly studied topic. In the early nineteenth century, the grammar-translation method considered L1 as a medium of instruction, and L1 could be used to communicate in a foreign language classroom. As communication opportunities increased in the late nineteenth century, the direct method was developed, which considered that foreign languages could be taught without the L1. In the late twentieth and early twenty-first centuries, research suggested that the use of L1 should be reconsidered. Unfortunately, the role of L1 is little addressed in the context of speaking lessons in China. This paper casts doubt on the avoidance of using L1 in class and delves into how L1 can optimize English language learning in the anticipated teaching context of a speaking lesson in China.