JUDICIOUS USE OF L1: A SOCIOCULTURAL INVESTIGATION OF TEACHERS’ USE OF L1 IN L2 CLASSROOMS

Fatemeh Khonamri

Abstract


This study is a sociocultural investigation of the reasons why teachers use L1 in L2 classes through different classroom “modes” (Walsh, 2011). So far, a few studies regarding L1 have focused on L1 use in different classroom contexts, and none have used Walsh’s model of classroom modes. To this end, the present study used Walsh’s model which quarters the classroom context along with the Conversation Analysis techniques, to meticulously examine the classroom interactions. The classes were chosen from three different teachers in Mazandaran, Iran. A total of 6 sessions were recorded and transcribed. Results suggest that teachers use L1 mostly for managing purposes: drawing students’ attention, and making sure they have comprehended what they are supposed to do, and educational purposes: explaining difficult grammar and vocabulary, and eliciting desired structures or utterances. These findings might help teachers use L1 more efficiently and judiciously, instead of avoiding it when and where it might benefit the learners, as well as minimizing it in their classes as much as possible.


Keywords


sociocultural theory, conversation analysis, L1 use, classroom modes

Full Text:

PDF

References


Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 314-342.

Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT journal, 41(4), 241-247.

Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216-235.

Chen, R., & Hird, B. (2006). Codeswitching in EFL group work in China. Language, Culture and Curriculum, 19(2), 208-219.

Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423.

De La Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742-759.

Dickson, P. (1996). Using the target language: a view from the classroom: NFER Slough.

Faltis, C. (1990). New directions in bilingual research design: The study of interactive decision making. Language distribution issues in bilingual schooling(56), 45.

Franklin, C. E. (1990). Teaching in the target language: problems and prospects. Language Learning Journal, 2(1), 20-24.

Jefferson, G. (1983). Issues in the transcription of naturally-occurring talk: Caricature versus capturing pronunciational particulars: Tilburg Univ., Department of Language and Linguistics.

Kraemer, A. (2006). Teachers' use of English in communicative German language classrooms: A qualitative analysis. Foreign Language Annals, 39(3), 435-450.

Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(01), 64-77.

Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. The Modern Language Journal, 88(4), 491-500.

Mora Pablo, I., Lengeling, M. M., Rubio Zenil, B., Crawford, T., & Goodwin, D. (2011). Students and teachers' reasons for using the first language within the foreign language classroom (French and English) in Central Mexico. Profile Issues in TeachersProfessional Development, 13(2), 113-129.

Rolin-Ianziti, J., & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. Canadian Modern Language Review, 58(3), 402-426.

Samar, R. G., & Moradkhani, S. (2014). Codeswitching in the language classroom: a study of four EFL teachers’ cognition. RELC Journal, 45(2), 151-164.

Scott, V. M. (2008). What's the Problem? L2 Learners' Use of the L1 During Consciousness‐Raising, Form‐Focused Tasks. The Modern Language Journal, 92(1), 100-113.

Seedhouse, P. (2004). The organization of turn taking and sequence in language classrooms. Language learning, 54(S1), 101-140.

Seedhouse, P. (2005). Conversation analysis and language learning. Language Teaching, 38(04), 165-187.

Song, Y. (2009). An investigation into L2 teacher beliefs about L1 in China.

Ten Have, P. (2007). Doing conversation analysis: Sage.

Turnbull, M., & Arnett, K. (2002). TEACHERS'USES OF THE TARGET AND FIRST LANGUAGES IN SECOND AND FOREIGN LANGUAGE CLASSROOMS. Annual review of applied linguistics, 22, 204-218.

Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code‐switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302-325.

Walsh, S. (2011). Exploring classroom discourse: Language in action: Taylor & Francis.

Warford, M. K. (2007). L1 vs. L2 in the foreign language classroom: new findings. The NECTFL Review, 60, 50-67.

Wells, G. (1998). Using L1 to master L2: A response to Anton and DiCamilla's' Socio-cognitive functions of L1 collaborative interaction in the L2 classroom'. Canadian Modern Language Review, 54(3), 343-353.

Wong, J. (2002). " Applying" conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks. IRAL, 40(1), 37-60.

Woodall, B. R. (2002). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing, 11(1), 7-28.




DOI: http://dx.doi.org/10.17509/ije.v10i1.7646

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Fatemeh Khonamri



Lisensi Creative Commons
This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.