The Impact of Using First Language (Arabic) in ESL Learning classroom in Libyan High Schools

Aziza El Daibani
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Abstract

 For many years, scholar always debated whether the use of L1 (First Language) and (MT) mother tongue contributes to the learning and teaching of the L2 (Second Language). A large number of studies were conducted regarding this area. Up until now, researchers could not some to a clear conclusion whether to ban L1 or include it in the field of teaching L2. The paper shed light on proponent’s, opponent’s and neutral’s view point regarding this topic. It also included a number of studies that was conducted on area related to the use of L1 in second language classrooms. This paper investigated whether the use of students’ L1 in the classroom by the teacher hinders the teaching of a (TL) target language. It aimed at exploring areas where Arabic should be used  in class and it also look at students’ preferences of using L1 as well as their expectancy of their teacher’s use of L1 in teaching. Data were collected by using a questionnaire and was distributed among thirty high school English teachers. The statistical analysis of the data indicated that ESL teachers and students had high positive perceptions toward the inclusion of L1 in their L2 classes. The findings revealed that the use of L1 served to some extent in teaching pedagogical functions in the classroom such as: explaining grammar and vocabulary.
在利比亚高中的 ESL 学习课堂上使用母语(阿拉伯语)的影响
多年来,学者们一直在争论使用第一语言(L1)和母语(MT)是否有助于第二语言(L2)的学习和教学。在这方面进行了大量的研究。到目前为止,研究人员还无法就禁止使用 L1 还是将其纳入 L2 教学领域得出明确结论。本文阐明了支持者、反对者和中立者对这一主题的观点。此外,论文还收录了与第二语言课堂中使用 L1 相关领域的多项研究。本文调查了教师在课堂上使用学生的 L1 是否会妨碍(TL)目标语言的教学。本文旨在探讨课堂上应使用阿拉伯语的领域,同时还研究了学生使用 L1 的偏好以及他们对教师在教学中使用 L1 的期望。数据收集采用了调查问卷的形式,并分发给了 30 名高中英语教师。数据统计分析结果表明,英语教师和学生对在第二语言课堂中使用 L1 有很高的积极评价。调查结果显示,L1 的使用在一定程度上起到了课堂教学的作用,如解释语法和词汇。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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