آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 116 |
| تعداد مقالات | 1,369 |
| تعداد مشاهده مقاله | 1,374,111 |
| تعداد دریافت فایل اصل مقاله | 1,336,700 |
Investigating the Role of Iranian EFL Learners’ L2 Proficiency in Their Attitudes Toward the Use of L1 in Institutional Contexts: A Mixed Methods Study | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 11، شماره 1 - شماره پیاپی 21، تیر 2023، صفحه 9-31 اصل مقاله (574.56 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2023.28007.1466 | ||
| نویسندگان | ||
| Sasan Baleghizadeh* 1؛ Hamidreza Zakervafaei2 | ||
| 1Associate Professor of TEFL, Department of English Language & Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University, Tehran, Iran, https://orcid.org/0000-0002-2290-8322 | ||
| 2MA in TEFL, Shahid Beheshti University, Tehran, Iran | ||
| چکیده | ||
| Given the long-lasting debates over L1 use in language teaching and learning, this study adopted a mixed methods design to investigate the role of Iranian EFL learners’ L2 proficiency in their attitudes toward using L1. A questionnaire originally developed by Scheffler et al. (2017) was modified and distributed among 180 elementary, intermediate, and advanced learners in four private language institutes in Karaj, Iran. Semi-structured interviews were also conducted with 18 participants to support and supplement the findings of the quantitative phase. Quantitative data were analyzed using SPSS and the interviews were transcribed to find common themes. Quantitative data showed that the elementary learners held positive attitudes toward L1 use, while the intermediate and advanced learners held negative attitudes. It was also revealed that the elementary learners held positive attitudes toward all functions of L1 use. The intermediate learners held positive attitudes toward using L1 only for vocabulary and grammar points, while advanced learners held negative attitudes toward all dimensions of L1 use. The findings are likely to help EFL teachers to hear learners’ voices and decide when and at which level it is appropriate to use or limit L1. | ||
| کلیدواژهها | ||
| EFL learners؛ proficiency؛ attitude؛ first language | ||
| مراجع | ||
|
Ahmad, B. H., & Jusoff, K. (2009). Teachers’ code switching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55. https://doi.org/10.5539/elt.v2n2p49
Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283. https://doi.org/10.1093/elt/ccn025
Alegría de la Colina, A., & García Mayo, M. P. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL, 47, 325–345. https://doi.org/10.1515/iral.2009.014
Antón, M., & Dicamilla, F. J. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Modern Language Journal, 83(2), 233–247. https://doi.org/10.1111/0026-7902.00018
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 4(41), 241-257. https://doi.org/10.1093/elt/41.4.241
Atkinson, D. (1993). Teaching in the target language: A problem in current orthodoxy. The Language Learning Journal, 8(1), 2-5. https://doi.org/10.1080/09571739385200261
Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32. https://doi.org/10.2307/3586949
Azkaria, A., & Garcia Mayo., M. P. (2014). Task modality and L1 use in EFL oral interaction. Language Teaching Research, 19(5), 550-571. https://doi.org/10.1177%2F1362168814541717
Brooks, F., & Donato, R. (1994). Vygotskian approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274. https://doi.org/10.2307/344508
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. https://doi.org/10.1093/applin/amn051
Bruen, J., & Kelly, N. (2014). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal, 45(3), 368-381. https://doi.org/10.1080/09571736.2014.908405
Burden, P. (2000). The use of “Only English” in a learner-centered university classroom in Japan. RELC Journal, 31(1), 139-149. https://doi.org/10.1177/003368820003100107
Butzkamm, W. (2003). We learn language once. The role of the mother tongue in FL classroom: Death of dogma. The Language Learning Journal, 28(1), 29-39. https://doi.org/10.1080/09571730385200181
Butzkamm, W., & Caldwell, J. (2009). The bilingual reform: A paradigm shift in foreign language teaching. Tubingen, Gunter Narr Verlag.
Canagarajah, A. S. (1999). On EFL teachers, awareness, and agency. ELT Journal, 55(3), 207-217. https://doi.org/10.1093/elt/53.3.207
Carson, E., & H. Kashihara. (2012). Using the L1 in the L2 classroom: The students speak. The Language Teaching, 36(4), 41-48.
Chavez, M. (2003). The diglossic foreign-language classroom: Learners' views on L1 and L2 functions. Issues in Language Program Direction, A series of Annual Volumes (pp.163-208). ERIC Number: ED481794.
Cook, V. (1999). Going beyond native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. https://doi.org/10.2307/3587717
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 399-423. https://doi.org/10.3138/cmlr.57.3.402
Cook, V. (2016). Second language learning and language teaching (5th ed). Routledge.
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied linguistics, 10(2), 221-240.
Debreli, E., & Oyman, N. (2015). Students’ preferences on the use of mother tongue in English as a foreign language classroom: Is it the time to re-examine English-only policies? English Language Teaching, 9(1), 148-162.
de la Fuente, M. J., & Goldenberg, C. (2022). Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. Language Teaching Research, 26(5), 943-962. https://doi.org/10.1177/1362168820921882
Ellis, R. (1984). Classroom second language development. Oxford Universit Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Ellis, R. (2012). Language teaching research and language pedagogy. Willey Blackwell.
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.
Galali, A., & Cinkara, E. (2017). The use of L1 in English as a foreign language class: Insights from Iraqi Tertiary level students. Advances in Language & Literary Studies, 8(5), 54-64.
Ganem-Gutierrez. G. A. (2009). Repetition, use of L1 and reading aloud as mediational mechanism during collaborative activity at the computer. Computer Assisted Language Learning, 22(4), 323-348. https://doi.org/10.1080/09588220903184757
Glasgow, G. P. (2018). The persistence of native speakerism in Japanese senior high school curriculum reform: Team Teaching in the “English-English” initiative. In S. A. Houghton & K. Hashimoto (Eds.), Toward post-native speakerism: Dynamics and shifts (pp. 197-216). Springer.
Hall, G., & Cook, G. (2012). Own-Language use in language teaching and learning. Language Teaching, 45(3), 271-308. https://doi.org/10.1017/S0261444812000067
Hall, G., & Cook, G. (2013). Own-language use in ELT: Exploring global practices and attitudes (British Council ELT Research Papers 13-01). British Council.
Hashemi, S. M., & Khalili Sabet, S. (2013). The Iranian EFL students’ and teachers’ perception of using Persian in general English classes. International Journal of Applied Linguistics & English Literature, 2(2), 142-152. http://dx.doi.org/10.7575/aiac.ijalel.v.2n.2p.142
He, A. E. (2012). Systematic use of mother tongue as learning/teaching resources in target language instruction. Multilingual Education, 2(1). https://doi.org/10.1186/2191-5059-2-1
Jenkins, S. (2010). Monolingualism: An uncongenial policy for Saudi Arabia’s low-level learners. ELT Journal, 64(4), 459-461. https://doi.org/10.1093/elt/ccq014
Joyce, P. (2015). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217-227. https://doi.org/10.1080/09571736.2015.1028088
Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71-92. https://doi.org/10.1111/j.1944-9720.1995.tb00770.x
Kim, Y., & Petraki, E. (2009). Students' and teachers' use of and attitudes to L1 use in the EFL Classroom. The Asian EFL Journal, 11(4), 58-89.
Kirkpatrick, A. (2006). Which model of English: Native-speaker, nativized or lingua franca? In R. Rubdy & M. Saraceni (Eds.), English in the world:Global rules, global roles (pp. 71–83). Continuum.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Pergamon.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post-method. Lawrence Erlabum Associates.
Levine, G. (2011). Code choice in the language classroom. Multilingual Matters.
Long, R. (1997). Investigating and responding to student attitudes and suggestions for course improvement. The Language Teacher, 21(10), 23-40.
Lee, H. L., & Macaro, E. (2013). Investigating age in the use of L1 or English-only instruction: Vocabulary acquisition by Korean EFL Learners. The Modern Language Journal, 97(4), 887-901. https://doi.org/10.1111/j.1540-4781.2013.12044.x
Littlewood, W., & Yu, B. (2009). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77. https://doi.org/10.1017/S0261444809990310
Macaro, E. (1997). Target language, collaborative learning, and autonomy. Multilingual Matters.
Macaro, E. (2001). Analyzing student teachers’ code switching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531-548. https://doi.org/10.1111/0026-7902.00124
Macaro, E., Tian, L, & Chu, L. (2020). First and second language use in English medium instruction contexts. Language Teaching Research, 24(3), 382-402. https://doi.org/10.1177/1362168818783231
Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and design (2nd). Routledge.
Masters, J. (1974). The relationship between number of response categories and reliability of Likert-type questionnaires. Journal of Educational Measurement, 11(1), 49-53.
McKay, S. L. (2003). EIL curriculum development. RELC Journal, 34(1), 31-47. https://doi.org/10.1177%2F003368820303400103
McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal, 49(1), 9-23. https://doi.org/10.1177%2F0033688217738817
McMillan, B., & Rivers, D. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251-263. https://doi.org/10.1016/j.system.2011.04.011
Miri, M., Alibakhshi, G., & Mostafaei-Alaei, M. (2016). Reshaping teacher cognition about L1 use through critical ELT teacher education. Critical Inquiry in Language Studies, 14(1), 58-98. https://doi: 10.1080/15427587.2016.1238286
Mohammadi Darabad, A., Abbasian, G-R., Mowlaie, B., & Rostami Abusaeedi, A.A. (2021). L1-based elicitation as a valid measure of L2 classroom performance assessment: A multi-method mono-trait. Issues in Language Teaching, 10(1), 1-36. https://doi.org/10.22054/ilt.2021.52989.507
Nation, I. S. P. (2003). The role of the first language in foreign language learning. Online: retrieved from http://www.asian-efl-journal.com/june_2003_pn.pdf (April 2, 2021).
Nazary, M. (2008). The role of L1 in L1 acquisition: Attitudes of Iranian university students. Novitas-ROYAL, 2(2), 138-153.
Neokleous, G. (2017). Closing the gap: Student attitudes toward first language use in monolingual EFL classrooms. TESOL Journal, (8), 314-341. https://doi.org/10.1002/tesj.272
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Platt, E. & Brooks, F. B. (1994). The acquisition-rich environment revisited. Modern Language Journal, 78(4), 497-511. https://doi.org/10.1111/j.1540-4781.1994.tb02067.x
Polio, C., & Duff, P. (1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. Modern Language Journal, 78(3), 313–326. https://doi.org/10.2307/330110
Prodromou, L. (2002). From mother tongue to other tongue. Retrieved on August 2021 from https://www.teachingenglish.org.uk/article/mother-tongue-other-tongue
Rezaee, A. A., & Fathi, S. (2016). The perceptions of language learners across various proficiency levels of teachers’ code-switching. Issues in Language Teaching, 5(2), 233-354. https://doi.org/10.22054/ilt.2017.8060
Rivers, D. J. (2010). Politics without pedagogy: questioning linguistic exclusion. ELT Journal, 65(2), 103-113. https://doi.org/10.1093/elt/ccq044
Rolin-Ianziti, J., & Varshney, R. (2008). Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. Canadian Modern Language Review, 65(2), 249–273. https://doi.org/10.3138/cmlr.65.4.529
Sampson, A. (2013). Learner code-switching versus English only. ELT Journal, 66(3), 293-303. https://doi.org/10.1093/elt/ccr067
Schweers, C. W. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6-13.
Shariati, M. (2019). Students’ attitudes towards the use of L1 in EFL classrooms: A case study at an English language school in Iran. Journal of Applied Linguistics and Language Research, 6(2), 198-217.
Scheffler, P. (2012). Learners’ perception of grammar translation as consciousness-raising. Language Awareness, 22(3), 255-269. https://doi.org/10.1080/09658416.2012.703673
Scheffler, P., Horverak, M. O., Krzebietke, W., & Askland, S. (2017). Language background and learners’ attitudes to own-language use. ELT Journal, 71(2), 197-217. https://doi.org/10.1093/elt/ccw058
Shin, J.-Y., Dixon, L. Q., & Choi, Y. (2020). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41(5), 406-419. https://doi.org/10.1080/01434632.2019.1684928
Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design. Köln Z Soziol, 69 (Suppl 2), 107–131 https://doi.org/10.1007/s11577-017-0454-1
Scott, V. M., & de la Fuente, M. J. (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. https://doi.org/10.1111/j.1540-4781.2008.00689.x
Shuchi, I. J. & Shafiqul Islam, A. B. M. (2016). Teachers’ and students’ attitudes towards L1 use in EFL classrooms in the contexts of Bangladesh and Saudi Arabia. English Language Teaching, 9(12), 62-73. http://dx.doi.org/10.5539/elt.v9n12p62
Storch, N., & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14(4), 355-375. https://doi.org/10.1177%2F1362168810375362
Swain, M., & Lapkin, S. (2000). Task-based second Language Learning: the use of the first language. Language Teaching Research, 4(3), 251-274. https://doi.org/10.1177/136216880000400304
Tajgozari, M. (2017). Factors contributing to the use of L1 in English classrooms: Listening to the voice of teachers and students in Iranian institutes. International Journal of Research in English Education, 2(2), 63-75. https://doi.org/10.18869/acadpub.ijree.2.2.63
Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching but … Canadian Modern Language Review, 57(4), 531-540. https://doi.org/10.3138/cmlr.57.4.531
Turnbull, M., & Arnett, K. (2002). Teachers' uses of the target and first languages in the classroom. Annual Review of Applied Linguistics, 22, 204-218.
Wesely, P. M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45 (1), 98-117. https://doi.org/10.1111/j.1944-9720.2012.01181.x
Widdowson, H. G. (2003). Defining issues in language teaching. Oxford University Press.
Wigglesworth, G. (2002). The role of the first language in the second language classroom: Friend or foe. English Teaching, 57(1), 17–31.
Xu, Z. (2017). Developing meta-cultural competence in teaching English as an international language. In F. Sharifian (Ed.), Advances in cultural linguistics (pp. 703–720). Springer.
Yaqubi, B., & Pouromid, S. (2013). First Language use in English language institutes: Are teachers free to alternate between L1 and L2 as means of instruction? The Journal of Teaching Language Skills, 4(4), 127-152. https://dx.doi.org/10.22099/jtls.2013.1140
| ||
|
آمار تعداد مشاهده مقاله: 1,075 تعداد دریافت فایل اصل مقاله: 542 |
||