Bridging the Gap in the Second Language Classroom: A Guideline of L1 Utilisation.
Utilising first language (L1) in the second language (L2) classroom is a delicate matter amongst language educators and researchers. Despite its rarity in teacher training programs, manuals, or teaching conferences, establishing an L2-only classroom without using L1 can be challenging, particularly...
| Published in: | Pertanika Journal of Social Sciences & Humanities Vol. 32; no. 1; pp. 131 - 164 |
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| Main Authors: | , |
| Format: | Article |
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Universiti Putra Malaysia
Mar2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=176160864&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 176160864 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Mar2024 vid: 32 iid: 1 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 176160864 10.47836/pjssh.32.1.07 ppf: 131 ppct: 33 formats: fmt: @attributes: type: P size: 5.7MB tig: atl: Bridging the Gap in the Second Language Classroom: A Guideline of L1 Utilisation. aug: au: Romli, Noor Hayati Baki, Roselan affil: Center for Research in Language and Linguistics, Faculty of Social Sciences & Humanities, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Faculty of Education and Liberal Studies, City University Malaysia, 46100 Petaling Jaya, Selangor, Malaysia su: Second language acquisition English as a foreign language English language education Language teachers Teacher training Native language sug: subj: Second language acquisition English as a foreign language English language education Language teachers Teacher training Native language keyword: Bahasa Melayu English L1 L2 low-proficiency students micro-functions of L1 ab: Utilising first language (L1) in the second language (L2) classroom is a delicate matter amongst language educators and researchers. Despite its rarity in teacher training programs, manuals, or teaching conferences, establishing an L2-only classroom without using L1 can be challenging, particularly when the students and teachers share the same L1. This study explores the utilisation of specific micro-functions of L1 (Bahasa Melayu) in teaching L2 (English) and proposes a guideline for L2 teachers to systematically use L1 in the classroom. The study is guided by relevant aspects of the common underlying proficiency theory, sociocultural theory, affective filter hypothesis, mother tongue as a reference theory, and a combination of L1 frameworks by L2 scholars. Eight teachers from four districts in Pahang, Malaysia, recorded their English lessons and participated in post-lesson interviews. The analysis of the lessons and interviews revealed that most teachers used L1 to help them teach English, especially to low-proficiency students. The study identifies 26 useful micro-functions of L1 that are combined to form the guideline. This reference point is essential for L2 teachers to ensure the appropriate use of L1 in teaching L2. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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