The Advantages of Using L1 in L2 Classroom

The Advantages of Using L1 in L2 Classroom

Audiolingual method, the communicative approach, or task-based learning have advocated L2 only method. One reason of using this method is that the exposure to L2 outside the classroom is rather scarce. As Cook says that “the use of L1 is perceived to hinder the learning of L2 “ (as quoted in Zacharias 2000). On the contrary, many ELT professionals have suggested reexamining the English only approach in the L2 classroom. Prodromou reminds us that there is much potential for using L1 in language learning contexts rather than abusing it (as quoted in Juarez and Oxbrow 2008). Therefore, when not used excessively, L1 is beneficial in L2 classroom.

First of all, the use of L1 enhances relaxed classroom atmosphere. Both teacher and students are given the opportunity to use L1 in certain situations. In such a less threatening classroom, students’ anxiety can be minimized. Rivera finds that allowing students to use L1 makes them feel less intimidated (Auerbach 1993). In addition, students feel freer to express their ideas. Whenever they do not know a particular lexical item in L2, they can switch to the one in L1, for example “How do you say menerkam in English ?” Bolitho sees this phenomenon as a valuable humanistic element in the classroom (Atkinson 1987). When this happens, learning takes place.

In addition, L1 is useful in managing the class. Explaining grammar concept through L1 saves time. Piasecka states that for novice students, grammar explanation in L2 is useless because their language repertoire is limited (as quoted in Auerbach 1993). Atkinson advises teachers to use L1 “when a correlate structure does not exist in L1 such as a verb tense” (as quoted in Harbord 1992). Checking students’ comprehension and correcting errors can be conducted in L1, too. This strategy is believed to be very helpful to avoid misunderstanding (Harbord 1992). Giving instruction in L1 helps teachers keep the class moving at early levels. Harbord (1992) asserts that teacher can use L1 to simplify a complex activity. Moreover, a research done by Lameta-Tufuga reveals that students can fully understand the content of the written task through L1 (as quoted in Nation 2003). Eventually, these procedures help teachers to achieve the objective of the lesson.

Most important, permitting students to use L accelerates students’ L2 acquisition process. Students learn new vocabulary faster through L1. Laufer and Shmueli claim “studies comparing the effectiveness of various methods for learning always come up with the result that an L1 translation is the most effective” (as quoted in Nation 2001). If students are aware of similarities and differences between L1 and L2, they can avoid errors which could be derived from the transfer of their L1. Ferrer (2005) takes the view that the use of L1 enable students to “notice the gap between their inner grammars and the target language and ultimately, through constant hyphotesis testing, achieve higher levels of grammatical as well as communicative competence”. This awareness contributes to L2 acquisition process.

Even though many language teachers oppose the issue of L1 use in L2 classroom, literature provide evidence that L1 use in L2 classroom is advantageous if not overused. Due to friendly classroom atmosphere, students feel more comfortable so they are motivated to learn. The use of L1 makes it possible for teacher to manage the class more effectively. Through L1, students experience faster L2 acquisition process.


References
Atkinson, D. 1987. “The mother tongue in the classroom: A neglected resource”. ELT
Journal, 41(4): 241-247.
Auerbach, Elsa Roberts. 1993. “Reexamining English only in the ESL classroom”. TESOL
Qarterly, 27(1): 9-31.
Ferrer, V. (2005). “ The use of the mother tongue in the classroom: Cross-linguistic
comparisons, noticing and explicit knowledge”.
(Online: http://www.teachenglish worldwide.com/Articles.htm.).
Harbord, J.1999. “The use mother tongue in the classroom”. ELT Journal, 46(4):
402-423
Juarez, Carolina Rodriquez and Gina Oxbrow. 2008. “L1 in the EFL classroom: More a
help than a hindrance ?” Porta Linguarum, 9(1): 99-109.
Nation, Paul. 2003. “The role of the first language in foreign language learning”.
Asian EFL Journal, 5(2).
(Online: http://www.asian-efl-journal.com/june 2003 Rn.html )
Zacharias, Nugrahenny T. 2000. “Teacher’s belief about the use of the students’
mother tongue: A survey of tertiary English teachers in Indonesia”. English
Australia Journal,22:44-52.