Exploring the Use of L1 in The Efl Classroom: The Case Of Hadiyyisa With Particular Reference to Grade 5 in Some Selected Primary Schools of Hadiya Zone
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Date
2013-06
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Addis Ababa University
Abstract
The intent of this survey study was to explore the use of L1 (in this case Hadiyyisa) in the English classroom in Hadiya zone primary schools. To this end, a descriptive research method was employed in the study. Ten grade five English teachers and one hundred grade five students selected by availability and systematic sampling were participants of the study. Data were gathered through classroom observation, questionnaires and interview. The classroom teachers and students talk was recorded and transcribed. The data gathered through the questionnaires and the recorded observation were analyzed using frequency and percentage, while those collected through interview and open-ended items of the questionnaires were qualitatively analyzed. The study depicted that both teachers and students positively perceive the use of Hadiyyisa in the English classroom. The study also divulged that teachers and students believe in the various pedagogic uses of Hadiyyisa the major ones being: explaining new words, explaining difficult concepts, giving instructions, maintaining classroom discipline and checking students' comprehension. The study further revealed that most of the teachers (80%) and students (65%) appear to be in favor of using Hadiyyisa ‘sometimes’. However, actual classroom practices uncover excessive use of Hadiyyisa, about 20% out of the total English classroom talk. Finally, it was suggested that English language teachers should be given appropriate training in higher institutions .Further, appropriate workshops, seminars , etc. with regard to ‘how’, 'when', and 'how much' L1 should be used in the L2 classroom.
Keywords and Phrases
Native language (L1), Target language (L2), English as Foreign Language(EFL), Translation, Limited L1 use, supportive and facilitating role of L1 and Interference
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Keywords
Native language (L1), Target language (L2), English as Foreign Language(EFL), Translation, Limited L1 use, supportive and facilitating role of L1 and Interference