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            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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...Cultural and linguistic communication cristina georgiana voicu overusing mother tongue in english language teaching assoc prof phd dept of public relations journalism apollonia university iai romania corresponding author voicucristina yahoo fr abstract the equivalent can help learners this article focuses on students use understand how works if as well teachers proves to be helpful class during classes a number ofdimensions are then both teacher will addressed perspective benefit from however strategies for encouraging target relevant should used only certain situations it is implications methodology reliance good idea agree policy its together similarities between being learnt with at beginning school hindrance year decide when why often lead correct guesses learner by whom get things right i want concentrate paper providing solutions which have overcome overuse confronted something new conclusion calls balanced whether different kind music or just flexible view student information na...

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