Cultural and Linguistic Communication Cristina – Georgiana Voicu OVERUSING MOTHER TONGUE IN ENGLISH LANGUAGE TEACHING Cristina – Georgiana VOICU Assoc. Prof. PhD, Dept. of Communication, Public Relations and Journalism, “Apollonia” University of Iaşi, Romania Corresponding author: voicucristina2004@yahoo.fr Abstract the mother tongue equivalent can help learners This article focuses on the students’ use of the mother understand how English works. If the use of the tongue as well as the teachers’ use of the mother tongue mother tongue proves to be helpful in the class during the English classes. A number ofdimensions are then both the teacher and the students will addressed: students’ perspective on mother tongue use, benefit from this. However, the mother tongue teachers’ perspective on mother tongue use, strategies for encouraging use of the target language and relevant should be used only in certain situations. It is implications for teaching methodology. The reliance on a good idea to agree a policy on its use together similarities between the language being learnt and the with the students at the beginning of the school mother tongue can be both a help and a hindrance, and year and decide when and why mother tongue will often lead to correct ‘guesses’. It can help the learner will be used and by whom. to get things right. I want to concentrate in this paper on providing solutions which have to overcome the overuse When confronted with something new, of the mother tongue. The conclusion calls for a balanced whether it is a different kind of music, or just and flexible view of student use of the mother tongue. new information, it is a natural instinct to look Keywords: mother tongue, communication, target language. for similarities with things that are familiar, to try and draw some comparison with what we 1. INTRODUCTION already know. Consciously or unconsciously, we bring what we know to what we do not, making For many years, teaching English it impossible to learn anything entirely from crosslingually, i.e. using the students’ mother scratch. This is certainly no less true when we set tongue (in monolingual classes) as a learning aid, about learning a foreign language. In many cases was discredited in favour of an “English through teachers’ explanations are in the students’ mother English” (intralingual approach). However, tongue, a bilingual dictionary is consulted in the there seems to have been a recent swing of the early stages, and even in the classroom using the pendulum towards a more flexible proposal most direct language-teaching methods, the which still admits that the more English is used learner will still, of necessity, conduct an internal in the classroom, the better but considers L1 as dialogue or rationalisation in his native tongue. an important teaching/learning tool. A good It is not possible to learn a foreign language example of this is Mario Rinvolucri who used to without relying to some extent on your mother be an advocate of the Direct Method, but now tongue, and the impulse to look for similarities thinks that the students’ mother tongue has an and to draw conclusions based on them is as important role to play in foreign language strong here as in any other learning context. This instruction. Thus, the foreign language teaching impulse will be stronger with the greater the field is dynamic and the mother tongue can be a incidence of apparent similarities. And the useful instrument in the communicative foreign apparent similarities that exist between many of language classroom. For instance, where English the languages of the world are innumerable. grammar is posing a conceptual difficulty, an They are also in the eye of the beholder, since our illustration of a mother tongue equivalent can be individual perceptions of similarity are as helpful. Take the ways in which English uses individual as we are. In this respect, the overuse present tense simple, for example. Linking of the L1 in the L2 classroom might be prejudicial examples of each use of the present tense with for the students’ learning process. 212 volume 2 • issue 3 July / September 2012 • pp. 212-218 OVERUSING MOTHER TONGUE IN ENGLISH LANGUAGE TEACHING There are, of course, many other influences at process should be minimized In fact a lot of play when we learn a foreign language, but the teachers believe that theL1 use in EFL classes influence that the mother tongue has on the must be discouraged because of many reasons: language we produce when we use a foreign • Use of L1 may become a habit that both language has become a very important area of learners and teachers may resort to whenever study for people interested in second language a difficulty is encountred. acquisition, language teaching, ELT publishing, • L1 may be sometimes misleading when and language in general and is usually referred learning the target language. In spite of the to as ‘Language Interference’, ‘Transfer’, or existence of universal governing language ‘Cross-linguistic influence’. It is suggested that sytems, languages differ more or less. the language produced by foreign learners is so • When using L1 to teach EFL students, errors unavoidably influenced, and even distorted, by may emerge due to the L1 transfer. Examples the mother tongue of the learner that it should of errors range from vocabulary to grammar. rather be termed an ‘Interlanguage’ since it will French learners for example may be misled always be a blend of the foreign language and by the similarity between the French word the mother tongue. The better the learner is at “actuellement” and the English word overcoming language interference, the more “actually”. In spite of the similarity, the dilute that blend will be. meaning of these vocabulary items differ. It is important for teachers to understand the The French “actuellement” means “now” or errors their students make and to target their “at the moment” while “actually” in English lessons to each student’s individual needs. For means “really”. The Arab learners may also the persons who come into contact with non- encounter difficulties related to the syntactic native speakers of English, whether in the course structures of sentences. In Arabic, the sentence of business or simply when travelling, awareness structure is V-S-O while English sentences of the kinds of mistakes that learners make and are built following the S-V-O structure. why they make them will help towards mutual • The use of L1 in EFL classes hinders the understanding. provision of enough comprehensible input, a A glance at the long and complex development prerequisite for aquiring any language. of the English language as we know it today and at the many linguistic and cultural incursions The support for the monolingual approach to made into it over the centuries, coupled with its teaching can be summarized as follows: apparent eagerness to welcome words from 1. The learning of an L2 should model the other languages into its lexicon, goes some way learning of an L1 (through maximizing the towards explaining the vast number of traps exposure to L2). awaiting the English learner. And when we 2. Successful learning involves the separation consider the variety of different learners with and distinction of L1 and L2. different mother tongues, together with the 3. Students should be shown the importance of variety of other forces at work in the language the L2 through its continual use. learning process, the task of defining, let alone However, the monolingual approach is not analyzing, learner’s interlanguage becomes a without its criticisms. One of them is that huge challenge. exposure to language leads to learning; excluding 2. APPROACHES TO THE USE OF L1 students’ L1 for the sake of maximizing students’ IN L2 CONTEXT. THE MONOLINGUAL exposure to L2 is not necessarily productive. In APPROACH addition, Auerbach criticizes these tough exposures to the target language by calling them It has been argued that learners aquire foreign “all-or-nothing views”, and adds: “acquiring a languages following basically the same path they second language is to some extent contingent on aquire their mother tongue. According to him, the societally determined value attributed to the the use of the mother tongue in the learning L1, which can be either reinforced or challenged inside the classroom” [1]. International Journal of Communication Research 213 Cristina – Georgiana Voicu 3. THE BILINGUAL APPROACH must be considered “as a means to an end”. The target language must be used where possible The monolingual approach has been criticised and L1 when necessary. Here are some examples by many teachers who find that the use of L1 in of appropriate use of L1 in EFL classes. EFL classes is beneficial at various levels. EFL • Beginners teachers working with monolingual students at The mother tongue can be probably more lower levels of English proficiency find beneficial to beginners. As they progress in prohibition of the mother tongue to be practically their learning the target language will take the impossible. So instead of looking at the students’ lead. native language and cultural background as • L1 can be time-saving. inferior or a source of errors, they must be used Instead of going through long explanations in as a tool to maximize foreign language the target language, it is sometimes easier and learning. The mother tongue represents a more efficient to give a translation of a powerful resource that can be used in a number vocabulary item or an explanation of a of ways to enhance learning but it must always grammar point. Imagine a teacher who wants be used in a principled way. Sheelagh Deller and to teach the word “car” to French students Mario Rinvolucri’s book [2] Using the Mother and starts by phrasing the explanation as Tongue, which provides practical L1 activities, follows “a car is a road vehicle with an engine, shows that judicious use of L1 can maximize four wheels, and seats for a small number of language learning. people” while a simple translation of the The evidence suggests that some EFL teachers word (or perhaps the use of visual aids) would strongly believe that they should never use even be enough. a single word from the mother tongue in the • Comparison classroom. These teachers are followers of the A comparison of English and the mother so-called ‘Monolingual Approach’, and others tongue can be a very enriching experience. In who are somehow skeptical about the use of L1 fact, discovering the similarities and or use it wisely in their classes are the proponents differences of both languages can enhance of the ‘Bilingual approach’. In addition to these acquisition. This comparison can be done at two approaches, Nation [3] introduces another different levels: approach called a ‘Balanced Approach’. He ¦ Vocabulary believes teachers need to show respect for – Exploring the nuances of vocabulary learners’ L1 and need to avoid doing things that items in both languages make L1 seem inferior to English. – Building bilingual (or even multilingual) During its history, the bilingual approach semantic maps gained support and validation from many scholars and research findings. Auerbach believes ¦ Grammar that “when the native language is used, practi- – A commparison between L1 grammar tioners, researchers, and learners consistently and L2 grammar yields interesting results. report positive results” [1]. In fact there has been – This comparison will highlight the a gradual move over the years away from the differences between the two languages. “English only” dogma that has long been a part Teachers and learners may build on these of the British and American ELT movement. differences to avoid negative transfer. 4. JUDICIOUS USE OF L1 IN FOREIGN – The comparison also shows the LANGUAGE LEARNING silmilarities which will undoubtedly boost the internalization of L2 grammar. • Culture Using L1 is not the problem. The problem is Language is a vehicle for cultural aspects. If when and how to use it. Before answering this teachers ban the use of the mother tongue, this question, it should be borne in mind that L1 use underlies an ideological conception of L1 214 volume 2 • issue 3 July / September 2012 • pp. 212-218 OVERUSING MOTHER TONGUE IN ENGLISH LANGUAGE TEACHING culture as being inferior. Alternatively, understand what lies behind the methods the cultural differences and similarities can be teacher is using. This can only be done at this highlighted to help learners accept and tolerate level through their native language. differences while at the same time preserve • Errors their culural uniqueness. This can be done The discussion of some recurring errors can through various activities where L1 plays an be a helpful activity for the students. It is true important role. that a lot of errors are caused by L1 transfer. ¦ Proverbs French students, for example, say “I’m agree” Students may be given a set of proverbs in instead of “I agree” which is an error due to the target language and be asked to find the L1 transfer (in French “Je suis d’accord”.) A corresponding ones in their mother tongue discussion in L1 of such errors will help if they exist. If not they try to translate the students overcome these problems. proverbs into their language. ¦ Idiomatic Expressions 5. ROLE OF L1 IN TEACHING Again, finding the corresponding idioms or METHODOLOGY a translation of target language idioms might be very helpful to detect cultural EFL teachers manage the process of language differences or similarities instruction in their classrooms by exploring the ¦ Songs students’ L1. Here, the aim is to first categorize The translation of lyrics from the students’ different language teaching methods and then favouorite songs can be a pleasant discuss the role and the use of L1 in each of them experience. briefly. A common classification of methods is: ¦ Jokes traditional, alternative and current communi- Funny EFL activities can be built on jokes. cative methods. In the field of English language Students may translate and tell or act jokes teaching the traditional methods of teaching a to create an environment where there is no language are: Grammar Translation Method, stress. Direct Method, and Audiolingual method. • Classroom management Examples of alternative methods are: Silent Way, Management of conduct and discipline is Suggestopedia, Total Physical Response, and sometimes hard to be done in the target Community Language Learning. Furthermore, language. For instance, if a serious problem communicative approaches are Communicative emerges in the classroom, will the teacher Language Teaching and Natural Approach. The really insist on an English-only policy when grammar translation method known as “GTM” coping with it? is the method in which nearly all phases of the • Grammar lesson employ the use of students’ L1 and L1 can be of great help when teaching translation techniques. As Celce-Murcia [4] grammar. Translation exercises for example believes, in GTM there is little use of the target may be the perfect practice when there is a language and instruction is given in the native grammar point that is causing trouble to language of the students. In addition, the process students. of evaluation occurres when students can translate the readings to the first language and • Instructions if they knew enough to translate especially Many failures in tests are due to learners lack selected and prepared exercises from the first to of understanding of instructions. L1 can be the second language [5]. Applying translation used to redress this issue, helping students to was excessive when GTM was a common method understand what is exactly asked from them. in teaching English. A sudden and immediate • Rationale removal of L1 from the classroom happened at Students need to understand the rationale the time of ‘Reform Movement’, when reformers behind activities or methods. They should believed that translation should be avoided, International Journal of Communication Research 215
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