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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/671
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| Title: | USING L1 IN THE EFL CLASSROOM: THE CASE OF THE OROMO LANGUAGE WITH PARTICULAR REFERENCE TO ADAMA TEACHERS COLLEGE |
| Authors: | BERESSA, KENENISA |
| Advisors: | Dr. Tamene Kitila |
| Keywords: | Native language (L1)
Target language (L2)
Translation
Limited L1 use
L1's supportive and facilitating role
Interference |
| Copyright: | 2003 |
| Date Added: | 21-Apr-2008 |
| Abstract: | The principal intent of this research was to investigate classroom use of L1, in this
case the Oromo language, in the English classroom at Adama Teachers College. To
this end, a descriptive research method was employed. Fifty first year regular
diploma students majoring in English and five instructors participated in the study.
Pertinent data were elicited through questionnaires and interview. Moreover,
classroom teachers' and pupils' talk were audio taped. While most of the data
gathered through the questionnaires and tape recording lessons were analyzed with
the aid of frequency and percentage, those collected through interview and the openended
items of the questionnaires were sorted out and summarized.
The study indicated that both teachers and students have positive attitude towards
the use of Oromo language at a college level. It also showed that certain amount of
Oromo language has been used in the EFL classroom: 1.28% of Oromo language,
which accounts for about 1.25% of the class time. However, the time devoted to the
Oromo language was found to be less than what was deemed acceptable by the
teachers and the students (i.e. 6-10 % of the class time) suggesting that there was a
gap between teachers' perception and their classroom practice.
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Even if the gap existed, even that small amount of Oromo language used could imply
that it has played a supportive and facilitating role in the English classroom though
the effect of L1 on L2 learning needs further studies.
What is more, the amount of Oromo language that was evident in the classroom,
together with the positive attitude of teachers and students towards its use suggests
that certain amount of Oromo language ought to be used in the English classroom. |
| Description: | A THESIS
SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES OF ADDIS ABABA UNIVERSITY
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF ARTS IN TEFL |
| URI: | http://hdl.handle.net/123456789/671 |
| Appears in: | Thesis - Teaching English as a Foreign Language
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