Introduction
Problem Area Overview
The question of using native language (L1) in teaching the second language (L2) classrooms has currently become the most urgent one. Educators have approved the necessity to introduce the native language in teaching foreign languages. However, no accurate strategies have been proposed to define the optimal degree of using L1 in the ESL classroom (Ovando & Combs, 2012). The total exclusion of L1 is impossible because it is the main source of mediating the learning process through collaborative task completion and private speech. In addition, using L1 by teachers will also provide students with instruction of how the native language can be used for learning and researching the target language (Soler & Jorda, 2008; Al-Hinai, n. d.). This point, however, needs to be researched in more depth since there are no specific mechanisms identifying the exact tools and strategies for using native language in ESL classrooms (Morahan, n. d.; Meyer, 2008). This is of particular concern to users of the Arabic language as L1 in studying English as L2 in Saudi Arabia. Because of the lack of systematic approaches, the effect and performance of students are hard to measure.
Purpose of the Study
The purpose of the research study is to research the benefits of incorporating Arabic in studying the English language. In particular, the research study is aimed at finding the culturally positive aspects of integrating the native language in explaining concepts in an L2 environment, as well as strategies and techniques of applying to the Arabic as L1. Finally, the purpose of the study is to define the methods of using L1 in learning L2 in the most effective way.
Literature Review
Justification of the Research
Despite the fact that using mother language in studying a foreign language has been heavily discussed, it is still questions concerning the importance of using L1 in the ESL classrooms (Erton, n. d.; Meyer, 2008). In this respect, the focus should be made on efficient strategies of integrating native language, defining the impact of approaches of representing L1 in the foreign language learning, and analysing social and cultural underpinnings of both languages involved.
In the research studies by Halasa (2012), the scholar reconsiders the role of mother tongue in structuring effective strategies for structuring EFL classrooms. In particular, the author analyses three teaching methods, including The New Concurrent Method, The Alternating Approach, and the Community Language Learning method that could be employed and recognize L1 as a connection between the two languages (Halasa, 2012). By conducting an empirical study, Halasa (2012) believes that “…students’ first language must not be ignored and must have an active role in class” (p. 71). Similar conclusions have been presented in the studies by Lai Ping Florence (2009) who proved the high value of L1 presence during the SL lessons. From a pedagogical point of view, “the L1 may be a cognitive bridge to the L1 which helps learners to analyse language and work at a more demanding level than using L2 only” (Lai Ping Florence, 2009, p. 60). More importantly, the native language can a serve as a valuable assistant in conceiving the basic notions of the second language, as well as a powerful tool for making cultural and social distinctions between the two languages.
Jadallah and Hasan (n. d.) as supporters of bilingual approach insist on the importance of introducing L1 in EFL learning because of lack of evidence to avoid it. Moreover, no substantial grounds have been presented for banishing L1. Scholars have concluded that L1 is a powerful instructional and communicational tool playing a positive role in EFL classroom (Jadallah and Hasan, n. d.; Erton, n. d.). In addition, the researchers have presented monolingual and bilingual approaches to L1 use in EFL classrooms for highlighting the benefits of the latter. As a result, Jadallah and Hasan (n. d.) have defined that “the use of the mother tongue is looked at as a common feature in EFL, and is a natural act which seems to make a positive contribution to the learning process if used judiciously” (p. 3). At the same time, there is also a necessity to consider monolingual aspects of studying because using the Arabic language as a medium for studying English can become challengeable for students because of discrepancies in syntactical structures, pronunciation, and spelling.
Usadiati (2009) supports a bilingual approach in teaching because the researcher finds the social and cognitive benefits of using L1 as a tool for practising the English language. By studying the role of mother tongue in writing English sentences, the results have revealed that using L1, along with English explanations, increased students’ performance by 75 % (Usadiati, 2009, p. 176). Therefore, despite the fact that the interaction of L1 and L2 creates difficulties in teaching because of grammar and spelling discrepancies, it still valuable in explaining and facilitating understanding of specific terms in the English language.
With regard to current research conducted in the sphere of L1 use, Arabic can have a positive role in teaching and learning English as a second language. Although the positive contribution of the bilingual approach has been confirmed, there is still little inquiry concerning the methods and approaches to using L1 in the classroom setting. At this point, Shimizu (2006) and Sipra (2007) place emphasis on specific strategies in applying L1 in teaching the English language that would lessen the negative influence on the quality of the knowledge acquired. In this respect, Shimizu (2009) insists that the use of L1 can be used provided several attempts to explain in English fail. Thus, Arabic is considered potential support for students at earlier stages of learning L2. The use of native language will also depend on students’ motivation, background knowledge, skills, and engagement into a learning process.
To define the extent of using L1, it is important to find out which type of academic assignments will be implemented in EFL classroom. In this respect, Storch and Aldosari (2010) have discovered that students have rarely applied to L1 while working in pairs. Moreover, the researchers have defined that task type influenced greater the amount of L1 in L2 comprehension. However, native language (Arabic) was used for effective task management, as well as for facilitating a thinking process of students over vocabulary. Similar to Lai Ping Florence (2009), Storch and Aldosari (2010) also rely on using mother tongue as a private speech for coping with difficulties and settling explanations, particularly when it comes to cultural diversity issues. As a proof, Socio-cultural theory introduced by Vygotsky (1978) enhances a limited role for L1 in sustaining its function as an important cognitive instrument that facilitates private speech and scaffolding. In addition, Edstrom (n. d.) argues that L1 should not be excluded from collaborative work in case it is considered a psychological process that allows students to sustain and initiate successful verbal interaction.
As it has been mentioned above, the use of L1 in foreign language teaching is inevitable because students will always have difficulties with understanding complicated and culturally predetermined vocabulary. In this respect, Millous (2003) has conducted substantial research to define the impossibility of L1 avoidance in a classroom setting. Therefore, the researcher has worked on effective strategies that would minimize the use of the native language and maximize the acquisition of the target language (Millous, 2003; Seng, 2006). Specific attention has been placed on the language alternation techniques and, therefore, the research recommends using L2 for carrying out activities and checking whether the instructions are clear in L1 (Millous, 2003; Schweers, n. d.). There is also an alternative approach where explanations are given in L2, and L1 clarifications are given in case a student experiences extreme difficulties.
English learners whose first language is Arabic often have difficulties in learning because the English language does not have the article system. According to Crompton (2011), the greater complexity of the article system in the Arabic language can prevent the learners from understanding the key issues in English. Therefore, ESL teachers can also face difficulties in approaching students with various knowledge backgrounds.
Finally, the enclosure of L1 indispensable because it can be used in L2 vocabulary teaching as a tool for validating and checking students’ comprehension of word meaning (Liu, 2008; Mouhanna, 2009). More importantly, “L1 is present in L2 learner’s mind…and the L2 knowledge that is being created in their mind is connected in all sorts of ways with their L1 knowledge” (Liu, 2008, p. 65). Overall, using L1 in teaching foreign languages have a number of benefits. In particular, this method presents an efficient way of depicting the word meaning. Understanding L2 word and its equivalent in L1 provides a student with an exact meaning of a work, which is an important step for enhancing the connection between a form and a meaning of a new word.
Significance of the Study
Judging from the review of literature conducted above, it should be concluded that the use of L1 in teaching the English language creates a number of controversies. Despite that, the bilingual approach is heavily applied in the classroom because the mother tongue is considered the basis of students’ mental processes while cognising various aspects of the target language. The numerous researches have also proved that it is a normal psychological instrument allowing teachers to monitor the stable performance of students while acquiring new knowledge in English. Regardless the great number of studies presented, little research has addressed the problem of strategies that should be used while implementing the Arabic language in the English language. More importantly, the identification of extent and practical purposes is indispensible to introducing efficient teaching and learning strategies for students. Accuracy in establishing strategies will provide clarity to the effectiveness and positive impact of using Arabic on teaching the English language.
Research Questions
- For what purposes should the Arabic language be applied in teaching English?
- What types of activities and assignments should be introduced to maximize the usefulness of the Arabic language in teaching English?
- To what extent should L1 be used to enhance the knowledge acquisition in EFL classroom?
- Should L1 be used by a teacher and a student as a psychological tool?
Research Methods
The method will involve classroom observation research method for the purpose of improving the teaching strategies (Dornyei, 2007). The qualitative perspective will involve the identification of purposes for which students resort to the native language. In particular, qualitative observations of teachers’ approach will also to define best behavioural patterns that teachers use while communicating with students. It should also evaluate the Arabic language as a cognitive and psychological tool for conducting EFL classrooms. The quantitative aspects implies the analysis of extent to which the mother language should be used, as well as dominating types of assignment that would guarantee the optimal and efficient way of integrating Arabic in the English language teaching. At the end of the lessons, students will have to pass test assignment to define what kind of strategies affect the successful task accomplishment.
Definition of Terms: Key Concepts:
- L1: Native language, mother tongue, first language. In this particular research, the first language is Arabic;
- L2: Second language, foreign language, target language. In the research, the English language is considered as the second one;
- EFL: English as a foreign language;
- ESL: English as a second language.
Dependent/Independence Variables
Within the research framework, the independent variables will involve various types of assignments, including reading, writing, conversation, work in pairs, making up stories, and teacher’s experience in using L1 during the ESL classrooms. Frequency of L1 use will also be an independent variable that will influence other important components. The dependent variable will involve student’s behaviour, academic performance, and understanding of L2 vocabulary, grammar and spelling. Teachers’ strategies will also be considered independent variables.
Participants
The participants will be EFL teachers who support bilingual approach in teaching. The participants will be male teachers who were chosen on the basis of random sampling to achieve the sample close to the representative sample of the entire population.
Instruments for Data Collection
The participants of the study will be e-mailed about their participation in the research and will be asked to send a formal consent concerning their participation. Those teachers who agree to take part in the studies will undergo a recorded interview. The latter will include basic information about research, namely the problem of the research, the purpose of the research and the procedures stages.
To receive general information about teachers’ experience, an interview will be conducted. The interview questions will consist in finding out teacher’s attitude toward using L1 as a medium for obtaining knowledge about the L2.
Once the interviews have been conducted, the scenario with lesson materials should be organized for teachers to conduct a lesson. The scenario should be composed of various types of assignments, including listening, reading, writing, and speaking. The role of a teacher is to use the minimum of L1 communication to find out to what extent it is indispensible for students. Students should also be engaged in the procedures to find out how this method of learning is helpful in achieving the required goals. The lesson should be divided into four parts, with 15 minutes each. In such a manner, a teacher can find out how each type of assignment is affected by L1 use in teaching the English language.
The scenario should also be acted out with using Arabic as a medium tool to communicate with students and explain the rules. Teachers should not limit themselves to speaking English only because the Arabic language should be perceived as a psychological and cognitive rule for students to understand cultural and social contexts.
Data Analysis
In the course of the lesson, teachers should make notes to measure the extent to which student conceive material and define the connection between the use of L1 and ESL. Once the results are gathered, teachers should mark students’ work on a scale from 1 to 10 to define which type of assignment is the most successful. After the information is classified, teacher should also define which lesson (with minimum use of L1 and use of L1as a medium for explaining the L2 terms).
All the obtained results, including interviews and grades received by students will be statistically processed to find out highest and the lowest percentage of grades received for each assignment. It is also important to know that each assignment will be tested for several times, with regard to the method used in teaching second language by means of L1. Hence, the role of Arabic will presented within three strategies, using L1 for instructions and explanations, using L1 as a psychological and cultural tool, and using L1 in extreme situations (when attempt to explain in second language fails). The grades will be processed and several tables will be composed to get a better picture of numerical data involved. Hence, a statistic approach will be used.
Ethical Considerations
The study includes several stakeholders involved – teachers, students, and volunteers conducting interviews and observing the lessons. Each of the parties should be informed about the research purpose beforehand. Moreover, they should also confirm their participation in the official form. The first stage of receiving consent via e-mail and the second stage is the oral consent given before the interview is conducted. Both teachers and students will take part in a survey to identity preferable ways of teaching and learning techniques to be found out which group of teachers and student fit the given study.
Limitation to the Study
Despite the variety of teaching techniques are involved into the study, there are still some left beyond the research and, therefore, the given analysis cannot guarantee accuracy of information obtained. The teachers involved into the observation and interview also provide both monolingual and bilingual approaches and, therefore, there is the likelihood of subjective decision made by them, although students participating in the study are not known to teachers. In addition, the observants are not able to capture all the nuances of conducting lessons in the classrooms to highlight the techniques of using Arabic as L1 in ESL teaching.
Contributions to Study
The given research to define the most suitable strategies for addressing the techniques of taking advantage over the bilingual environment where Arabic is L1 and English is L2. Most of the studies presented in the literature reviews focusing on the evidence of the necessity of using L1 as a cognitive support and a psychological tool. However, little research is done on identifying which types of assignments succeed in teaching English through Arabic as a L1 medium. Therefore, the findings received from the research can provide a solid ground for further explorations in the field, as well as widen existing training and teaching techniques in EFL environment.
References
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