Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

Recently the issue of having recourse to second language (L2) learners’ first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counter-claims with respect to L1 use in L2 learning. The findings of...

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Autores principales:	Hassan Mohebbi, Sayyed Mohammad Alavi
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2014
Materias:	first language use code-switching English-as-a-foreign-language Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/cce4ed96660e46ad9fee90bb3d857f6b
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spelling	oai:doaj.org-article:cce4ed96660e46ad9fee90bb3d857f6b2021-11-25T13:22:09ZTeachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study10.5565/rev/jtl3.5392013-6196https://doaj.org/article/cce4ed96660e46ad9fee90bb3d857f6b2014-10-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/539https://doaj.org/toc/2013-6196 Recently the issue of having recourse to second language (L2) learners’ first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counter-claims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. Researchers and practitioners who have observed L2 classrooms have identified different functions of L1 in L2 learning. Drawing on previous research as a framework, the present study investigates teachers’ beliefs and perceptions about L1 use in English-as-a-foreign language (EFL) learning contexts. To this end, seventy-two L2 teachers volunteered to fill in a questionnaire which probed into their beliefs and perceptions about employing learners’ L1 (Persian) in L2 (English) learning. The data obtained revealed that the L2 teachers used L1 mainly to provide feedback, teach new vocabulary, explain grammar, build rapport, manage the class, give individual help to learners, and save time in lengthy task explanations. However, in contrast to the L2 studies to date in this field, the teachers expressed that they never fall back on learners’ L1 to explain instructions for assignments or projects. The findings might have significant implications for language teachers, in particular in EFL contexts, regarding the facilitative effects of L1 use on L2 learning. The pedagogical implications of the study are explained in detail. Hassan MohebbiSayyed Mohammad AlaviUniversitat Autònoma de Barcelonaarticlefirst language usecode-switchingEnglish-as-a-foreign-languageSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 7, Iss 4 (2014)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	first language use code-switching English-as-a-foreign-language Special aspects of education LC8-6691 Language and Literature P
spellingShingle	first language use code-switching English-as-a-foreign-language Special aspects of education LC8-6691 Language and Literature P Hassan Mohebbi Sayyed Mohammad Alavi Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study
description	Recently the issue of having recourse to second language (L2) learners’ first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counter-claims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. Researchers and practitioners who have observed L2 classrooms have identified different functions of L1 in L2 learning. Drawing on previous research as a framework, the present study investigates teachers’ beliefs and perceptions about L1 use in English-as-a-foreign language (EFL) learning contexts. To this end, seventy-two L2 teachers volunteered to fill in a questionnaire which probed into their beliefs and perceptions about employing learners’ L1 (Persian) in L2 (English) learning. The data obtained revealed that the L2 teachers used L1 mainly to provide feedback, teach new vocabulary, explain grammar, build rapport, manage the class, give individual help to learners, and save time in lengthy task explanations. However, in contrast to the L2 studies to date in this field, the teachers expressed that they never fall back on learners’ L1 to explain instructions for assignments or projects. The findings might have significant implications for language teachers, in particular in EFL contexts, regarding the facilitative effects of L1 use on L2 learning. The pedagogical implications of the study are explained in detail.
format	article
author	Hassan Mohebbi Sayyed Mohammad Alavi
author_facet	Hassan Mohebbi Sayyed Mohammad Alavi
author_sort	Hassan Mohebbi
title	Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study
title_short	Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study
title_full	Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study
title_fullStr	Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study
title_full_unstemmed	Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study
title_sort	teachers’ first language use in second language learning classroom context: a questionnaire-based study
publisher	Universitat Autònoma de Barcelona
publishDate	2014
url	https://doaj.org/article/cce4ed96660e46ad9fee90bb3d857f6b
work_keys_str_mv	AT hassanmohebbi teachersfirstlanguageuseinsecondlanguagelearningclassroomcontextaquestionnairebasedstudy AT sayyedmohammadalavi teachersfirstlanguageuseinsecondlanguagelearningclassroomcontextaquestionnairebasedstudy
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Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

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