Rationale
The evolution of language teaching has seen numerous methods developed to assist learners in acquiring a second language (L2), leading to ongoing debates about the effectiveness of using the mother tongue in English classes Over the centuries, attitudes toward this issue have shifted significantly, highlighting the need for diverse teaching strategies tailored to learners at various proficiency levels It is essential to recognize that teaching approaches for beginners must differ from those employed for advanced learners to optimize their educational experience.
Many educators believe that fostering a communicative environment is essential for language learners In language classes, teachers strive to create opportunities for students to practice and engage with the target language While this approach may be effective for advanced learners, beginners often struggle due to their limited vocabulary and grammar knowledge Modern teaching methods emphasize the importance of practice and real-world use of the target language, which can enhance familiarity and motivation among learners However, at the beginner level, insufficient vocabulary and structure can hinder comprehension and participation This raises questions about the role of the first language in teaching a second language and its application in the classroom.
The researcher aims to investigate how the mother tongue influences second language learning and teaching, with the goal of discovering more effective methods for both learners and educators.
Typically, the questions to be answered in this study are as follows:
1 What are the impacts of mother tongue on the teaching and learning of English?
2 What are the degree and situations for the use of mother tongue in the teaching and learning of English ?
From the rationale above, the aims of the study were set out in order to specify the research as follows:
Identifying the role of mother tongue in the teaching and learning of English at Thai Nguyen University of Education
Investigating the students' attitudes towards the use of mother tongue in teaching and learning of English
Suggesting the suitable degree and situations for using mother tongue among the 1st year students at Thai Nguyen University of Education
This research focuses on the use of the mother tongue, specifically Vietnamese, in English language teaching within the classroom context Due to time limitations, the study specifically examines the impact of using Vietnamese to teach English to first-year non-English major students at Thai Nguyen University.
This study is important as it explores the role of the mother tongue in second language instruction, specifically in teaching English It aims to assist educators in discovering effective teaching methods while challenging existing stereotypes regarding the use of the mother tongue Additionally, the study offers practical suggestions for appropriately integrating the first language to mitigate any adverse effects on students' learning.
The graduation paper is structured into three main parts: the Introduction, Development, and Conclusion The Introduction outlines the study's rationale, scope, and aims The Development section comprises four chapters, starting with Chapter 1, which establishes the theoretical framework, including discussions related to the mother tongue Chapter 2 addresses the methodology, detailing the subjects, data collection instruments, and procedures Chapter 3 presents survey results regarding the use of the mother tongue in English teaching at Thai Nguyen University, analyzed through student questionnaires, teacher interviews, and classroom observations Chapter 4 discusses the implications of these results for English teaching and learning Finally, the Conclusion summarizes the study's main findings, discusses its limitations, and offers suggestions for future research.
This chapter explores various perspectives on the role of the first language in teaching and learning a second language It discusses different teaching methods and types of language classes where the mother tongue can be effectively utilized The diverse opinions regarding the use of the mother tongue in educational settings are expected to significantly contribute to this research.
1.1 Second language use and learning
Learning a second language (L2) can be challenging for many learners, especially when it is infrequently used in their environment It is widely recognized that acquiring a language without regular practice and exposure diminishes effectiveness According to Lightbown and Spada, consistent use is crucial for successful language learning.
Second language learners must navigate a sequence of development, as noted by Lightbown and Spada (1993) Given the limited opportunities to practice outside the classroom, maximizing the use of the target language (L2) through diverse classroom activities is crucial However, it's essential to recognize that students have varying levels of competence; some may progress more quickly than others even in the same setting Therefore, the language used in teaching should cater to different learner types, ensuring that lower-level learners are provided with suitable, manageable tasks In contrast, advanced learners can engage with complex vocabulary and concepts independently, highlighting the need for differentiated instruction to accommodate all proficiency levels.
In language learning environments where students share the same first language (L1), there is a common tendency to conduct tasks meant for the second language (L2), such as conversation preparation and writing discussions, in L1 While many educators may oppose the use of L1 in language classes, Paul Nation (2003) highlights valid reasons for its inclusion Firstly, using L1 can facilitate communication, especially for learners with limited proficiency in L2, enabling them to express their ideas more effectively Secondly, excessive use of L2 by teachers may lead to confusion among shy or lower-level students, resulting in their disengagement during discussions.
1.2 Language choice 1.2.1 Mother tongue or second language?
The acquisition of a mother tongue occurs naturally in early childhood, while second language learning often takes place later in life and is influenced by various external factors It is believed that individuals with a strong foundation in their first language can more easily learn a second language, as their cognitive and conceptual skills differ from those of infants The transition from L1 to L2 is significant in language teaching, and educators must consider the prior knowledge that learners bring into the classroom Historically, many language teaching methodologies minimized or prohibited the use of the first language, but research, such as that by Lynn Cameron, suggests that incorporating the mother tongue can enhance foreign language acquisition While some argue that using the target language exclusively in a monolingual classroom fosters a better learning environment, others contend that reliance on the mother tongue can hinder students' immersion in the target language Douglas Brown acknowledges the powerful facilitating effects of the native language, suggesting a balanced approach to avoid dependency on the first language while still supporting learners' understanding.
The direct use of a second language (L2) in the classroom is often deemed effective primarily for advanced learners with a solid grasp of the target language However, non-native teachers of low-level students frequently find that relying solely on L2 is more ideological than practical Many EFL teachers and learners encounter situations where the use of the mother tongue is essential for effective teaching and learning The first language serves as a crucial bridge, facilitating the transition from the mother tongue to the foreign language Learners require a foundational understanding of communication in their native language to navigate the complexities of a new language Referencing the mother tongue is not only necessary but also beneficial, as it helps learners feel more comfortable and confident in their communication Lewis, in "Practical Techniques for Language Teaching," emphasizes that while word-for-word translation poses risks, the first language remains vital in the process of learning and teaching a second language.
The choice of language in the classroom is primarily influenced by the learners' proficiency levels, as highlighted by Lynn Cameron, who emphasizes that the use of the first language or target language should be determined by the students' abilities rather than the teachers' skills For lower-level learners, relying solely on the target language can be impractical, as their comprehension may be limited This underscores the importance of a learner-centered approach, which recognizes that students with varying levels of English competence will grasp lessons differently Ultimately, the ability of low-level English learners to understand instruction delivered entirely in English remains a significant concern.
The choice of language in language classes is significantly influenced by the emphasis of the lesson, as highlighted by Lynn Cameron She notes that the language selected depends on the importance of the content being discussed Moreover, using the first language can effectively convey the seriousness of issues, aiding learners in grasping complex problems This approach is particularly beneficial for low-level learners who may struggle with the target language.
In order to avoid the misunderstanding in the process of study, the teachers sometimes can use the mother tongue to explain
Creating a sense of alignment with students is crucial, especially for beginners in English who often feel shy and lack confidence when speaking the target language This reluctance to participate can stem from limited language skills, leading to passivity and demotivation in learning While many teachers advocate for an English-only policy to enhance immersion, this approach may only benefit advanced learners who can fully grasp the lessons For beginners, the exclusive use of English can create feelings of disconnection and unfamiliarity in the classroom Research by Lynn Cameron highlights that a teacher's choice of language can significantly reflect their alignment with students, indicating how much they are on the learners' side.
Scope of the research
This research focuses on the use of the mother tongue, specifically Vietnamese, in English language instruction within the classroom Due to time limitations, the study specifically examines the impact of Vietnamese on teaching English to first-year non-English major students at Thai Nguyen University.
Significance of the study
This study is important as it explores the role of the mother tongue in second language instruction, particularly in teaching English It aims to assist teachers in discovering effective methods for teaching English while challenging their preconceived notions about using the mother tongue Additionally, the study offers practical suggestions for appropriately integrating the first language to mitigate any adverse effects on students' learning.
Development
Throughout the history of language teaching, various methods have emerged to facilitate second language (L2) acquisition, leading to ongoing debates about the effectiveness of using the mother tongue in English classes Attitudes towards this practice have evolved significantly over the centuries, reflecting the complexities of language education It is essential to recognize that diverse teaching and learning strategies are necessary to cater to learners at different proficiency levels, as the approaches for beginners should differ from those employed for advanced students.
Many educators believe that fostering a communicative environment is crucial for language learning In language classes, teachers strive to create opportunities for students to practice and engage with the target language While this approach works well for advanced learners, beginners often struggle due to their limited vocabulary and grammar knowledge Modern teaching methods emphasize practical use of the target language, which can enhance familiarity and motivation among learners However, at the beginner level, students may lack the necessary vocabulary and structures to fully comprehend lessons in English This raises questions about the role of the first language in teaching a second language and how it can be effectively integrated into the learning process.
This research aims to investigate the influence of the mother tongue on second language acquisition, with the goal of identifying more effective teaching and learning strategies for both educators and students.
Typically, the questions to be answered in this study are as follows:
1 What are the impacts of mother tongue on the teaching and learning of English?
2 What are the degree and situations for the use of mother tongue in the teaching and learning of English ?
From the rationale above, the aims of the study were set out in order to specify the research as follows:
Identifying the role of mother tongue in the teaching and learning of English at Thai Nguyen University of Education
Investigating the students' attitudes towards the use of mother tongue in teaching and learning of English
Suggesting the suitable degree and situations for using mother tongue among the 1st year students at Thai Nguyen University of Education
This study focuses on the use of the mother tongue, specifically Vietnamese, in English language teaching within the classroom setting It aims to explore the effects of utilizing Vietnamese as a teaching tool for first-year non-English major students at Thai Nguyen University, while acknowledging the limitations imposed by time constraints.
This study is important as it highlights the role of the mother tongue in second language instruction, specifically in teaching English It aims to assist teachers in discovering effective methods for English instruction while challenging their preconceived notions about using the mother tongue Additionally, the study offers practical suggestions for appropriately integrating the first language to mitigate any adverse effects on students' learning.
The graduation paper is structured into three main parts: Part 1, the Introduction, outlines the rationale, scope, and aims of the study Part 2, Development, includes four chapters: Chapter 1 establishes the theoretical framework, incorporating discussions related to the mother tongue; Chapter 2 details the methodology, covering study subjects, data collection instruments, and procedures; Chapter 3 presents survey results from Thai Nguyen University, analyzing students' questionnaire responses, teacher interviews, and classroom observations regarding the use of the mother tongue in English teaching Chapter 4 discusses these findings and their implications for English teaching and learning Finally, Part 3, the Conclusion, summarizes key findings, draws conclusions, addresses study limitations, and offers suggestions for future research.
Literature Review 1.1 Second language use and learning
Language choice
The acquisition of a mother tongue typically occurs first, with a second language learned later in life, often influenced by external factors beyond the classroom It is believed that individuals with a strong foundation in their first language can more easily learn a second language, as the natural process of language acquisition in infants contrasts with the more structured learning experienced by older learners The knowledge and skills from a learner's first language significantly impact their ability to grasp a second language, a process referred to as switching from L1 to L2 Historically, language teaching methods have discouraged the use of the first language in the classroom; however, research by Lynn Cameron highlights the disconnect between theory and practice, suggesting that utilizing the mother tongue can enhance foreign language learning While some argue against using the first language in class, claiming it may hinder the frequent use of the target language, others contend that incorporating the mother tongue can aid comprehension Douglas Brown acknowledges the powerful facilitating effects of the native language, advocating for a balanced approach that avoids dependency on the first language while still recognizing its potential benefits in language acquisition.
The direct use of a second language (L2) in the classroom is often effective primarily for advanced learners with a solid grasp of the target language For non-native teachers instructing low-level students, relying solely on L2 can be more ideological than practical Many EFL teachers and learners find that they cannot effectively teach and learn without incorporating their mother tongue The first language serves as a crucial tool for transitioning to foreign language use, as learners benefit from their experiences and knowledge of communication in their native language Referring to the mother tongue is essential in easing the unfamiliarity of a new language and facilitating smoother communication In "Practical Techniques for Language Teaching," Lewis emphasizes that, despite the risks of word-for-word translation, the first language plays a significant role in the learning and teaching of a second language.
1.2.2 Factors in language choice The level of the learners: It is the most important factor that decides whether to use first language or target language in the classroom According to Lynn Cameron, the amount of the first language to be used in class depends on the learners' ability rather than the teachers' proficiency For instance, with the learners who have a low level of language, it is impractical for the teachers to use the target language all the time For many years, learners - centered approach has been considered important to all educators Hence, the amount of knowledge that the learners can pick up is really of great importance In this case, students with different levels of English will have different levels of competence in comprehending what is being said during the lesson Whether the learners with a low level of English can understand English only lesson is a big question
The emphasis of a lesson significantly influences language selection in classes, as highlighted by Lynn Cameron She asserts that the choice of language depends on the importance of the content being discussed Furthermore, using the first language can effectively convey the seriousness of issues, aiding learners in grasping complex concepts This approach is particularly beneficial for low-level learners who may struggle with the target language.
In order to avoid the misunderstanding in the process of study, the teachers sometimes can use the mother tongue to explain
Creating a sense of alignment with students is essential, especially for beginners who often feel shy and unconfident when speaking English in class This reluctance can lead to passiveness and demotivation in their learning journey While many teachers advocate for an English-only policy to enhance immersion, this approach may not resonate with lower-level learners, making them feel disconnected from the lesson Research by Lynn Cameron highlights that a teacher's choice of language reflects their alignment with students, indicating how supportive they are in fostering a conducive learning environment.
L1 use in the classroom
Mastering a language requires consistent practice and frequent usage, but beginners often find it challenging to use a second language in the early stages As noted by Brian McMillan, this initial difficulty can hinder progress in language acquisition.
In 2009, the use of the mother tongue in ESL classrooms was viewed as contradicting the fundamental principles of immersion Each teacher employs unique strategies to effectively aid ESL learners in acquiring the target language It is commonly accepted that beginning with simpler concepts before progressing to more complex ones is beneficial for learners at various levels Therefore, the incorporation of the first language (L1) in the classroom follows a similar approach.
The usage of English among teachers was consistent, as all were fluent and confident However, variations arose from the teachers' perceptions of their students' abilities and the overall status of the school.
Lynn Cameron emphasizes that a student's proficiency determines the extent to which their first language should be utilized in the classroom Teachers should adapt their language use during lesson preparation to enhance student engagement For advanced students, the use of their first language should be minimized, while those with limited English proficiency may require more support in their mother tongue However, it is essential to avoid relying solely on the first language throughout the lesson, as the fundamental language content should remain in the target language, even for lower-level students.
While the use of a first language in the classroom can be beneficial, it also poses potential drawbacks Teachers should exercise caution when incorporating a student's native language, as beginners often depend on their prior language knowledge to grasp the structure and principles of English Misuse of the first language can lead to misunderstandings and hinder the learning process, resulting in negative outcomes for students.
"When to use", "where to use" and "how to use" should be questioned exactly and carefully before the decision on the amount of the first language is made
Lewis (1985) highlights the importance of using the first language in certain classroom situations, particularly when students face challenging problems He argues that it is natural for both teachers and students to communicate in their native language during these times Furthermore, he stresses that teachers should avoid complicating matters by insisting that students speak only in English, as this can hinder their understanding and learning process.
In the unpredictable environment of the classroom, teachers must be prepared for various challenging situations While there are effective techniques to enhance student motivation, relying solely on the mother tongue during lessons is not advisable However, Atkinson (1987) highlights that completely disregarding the mother tongue in a monolingual classroom can lead to less effective teaching Therefore, it is essential to identify the appropriate contexts in which the mother tongue can be utilized to maximize learning outcomes.
Utilizing students' native language can significantly enhance language learning by effectively eliciting responses For instance, when teachers provide suggestions or inquire about vocabulary, incorporating the students' first language can facilitate better understanding and engagement This approach not only aids in comprehension but also encourages students to express themselves more freely, ultimately enriching their learning experience.
"How do you say X in English?" In stead of using any kind of illustration or pictures, there is some kind that takes less time and less ambiguity
Checking comprehension: According to David Atkinson, mother tongue can be used to check comprehension of the concept behind the structure or comprehension of the listening or reading text
Atkinson emphasizes the importance of using the mother tongue in instruction by suggesting that teachers provide directions in the target language and then request students to repeat them in their native language This approach ensures that all students fully comprehend the tasks at hand.
Atkinson proposed that incorporating both languages in group discussions is beneficial for early learners, as certain elements of the foreign language may be "unfamiliar or initially unacceptable to some students." This approach facilitates better understanding and encourages participation among all learners.
L1 transfer - linguistic theory of the role of the first language
Research has extensively explored the impact of a learner's mother tongue on second language acquisition, aiming to understand how it influences the teaching and learning process Students enter the classroom with a deep-rooted understanding of their native language, which significantly shapes their learning experience This linguistic foundation is not easily discarded, as it remains embedded in their cognitive processes Consequently, learners naturally use their mother tongue as a bridge to connect their thoughts with the foreign language, making it challenging to solely rely on the second language for communication To fully comprehend the effects of a learner's first language on acquiring a second language, it is essential to examine these influences from a linguistic perspective.
L1 transfer, as defined by Ellis (1998), refers to the influence of a learner's first language (L1) on the acquisition of a second language (L2) This phenomenon significantly impacts how individuals learn a new language, especially for beginners who may unconsciously apply L1 rules while navigating the unfamiliar structures of L2 While it is common for learners to rely on their mother tongue during this process, forcing them to immediately adopt the target language's rules can be counterproductive Educational experts recommend allowing a "L1 transfer" period to help learners acclimate to the new language Ellis also notes that L1 transfer can yield both positive and negative outcomes in language acquisition.
Positive transfer occurs when learners recognize similarities between their first language (L1) and the target language, leading to correct language production This phenomenon enhances language learning by allowing students to draw on familiar concepts, principles, and structures Many language learners experience shyness and fear when engaging with new material, but understanding these similarities can boost their confidence and motivation Teachers often emphasize the importance of language transfer in the classroom, as it enables ESL learners to feel more competent when they have prior knowledge of the target language Ultimately, leveraging the mother tongue can significantly facilitate the process of learning a foreign language.
When language characteristics differ significantly between two languages, the mother tongue may hinder students' learning, leading to substantial errors known as negative transfer This phenomenon occurs when learners mistakenly perceive similarities between languages, resulting in improper connections during information encoding or misapplying knowledge from one context to another Negative transfer, also referred to as negative interference, becomes particularly challenging when structural differences exist between the languages Rob Ellis, in his work on second language acquisition, noted that early second language teaching viewed negative transfer as a form of interference, suggesting that the first language could obstruct learners from adopting the habits of the second language (Ellis, 1997).
Positive transfer often goes unnoticed, yet it plays a crucial role in language learning As noted by Ellis (1997), differences between a learner's native language and the target language do not always create learning challenges In fact, greater similarity between the two languages enhances learners' awareness of structural and vocabulary relationships, ultimately leading to increased input and better understanding.
Grammar -translation Teaching versus Communicative Language Teaching
In today's technological and communicative landscape, proficiency in at least one foreign language is essential for effective interaction across diverse cultures This societal demand presents numerous challenges for learners, prompting educational institutions to adapt their teaching methods Historically, foreign language instruction relied heavily on the Grammar-Translation method, also known as the classical method, but the evolving job market necessitates a shift towards more modern approaches to language education.
The Grammar Translation Method, rooted in classical teaching practices before the nineteenth century, focuses on scholarly understanding of foreign languages rather than oral proficiency (Brown, 1994) This method emphasizes the influence of the mother tongue on second language acquisition, acknowledging that the first language shapes thinking and language use Language transfer plays a significant role, as it can both facilitate understanding and lead to errors during the learning process By recognizing these influences, students can minimize mistakes while learning a second language According to experts Prator and Celce-Murcia, classes should primarily be conducted in the mother tongue with limited use of the second language Richards (2001) supports this view, describing the first language as the "medium of instruction" used to explain new concepts and facilitate comparisons between the foreign language and the students' native language.
Communicative Language Teaching (CLT) is a learner-centered approach that prioritizes communication and real-life situations Unlike traditional teaching methods where the teacher maintains control, CLT positions the teacher as a facilitator, empowering students to take charge of their own learning A key aspect of CLT is the requirement for students to consistently use the target language, fostering practical language skills and enhancing their ability to communicate effectively.
Lewis (1985) argued that while relying solely on English in the classroom can pose risks to foreign language learning, teachers should not shy away from incorporating students' mother tongues He suggested that the use of both languages should be tailored to the students' proficiency levels, allowing those with varying vocabularies to collaborate and learn from each other during discussions By utilizing the native language in specific, well-defined contexts, teachers can enhance classroom engagement and elevate English standards Additionally, the mother tongue serves as a crucial bridge for lower-level students to articulate their thoughts Atkinson (1987) emphasized that once teachers understand learners' intentions, they can guide them in expressing their ideas in English or provide assistance as needed.
The Monolingual Approach versus the Bilingual Approach
Communicative language teaching is becoming the most effective teaching method nowadays Many people have realized its benefits when using CLT in teaching and learning second language
The debate over the use of L1 in L2 classrooms highlights a significant issue in teaching methodology, with many arguing that the mother tongue is becoming obsolete in English language instruction Proponents of the English-only policy advocate for a monolingual approach, believing that reliance on L1 hinders students' ability to learn L2 effectively Conversely, there is a growing recognition of the benefits of incorporating L1 in language teaching, suggesting that its judicious use can enhance the learning experience and lead to greater success in acquiring a new language This raises the question: what distinguishes the monolingual approach from the bilingual approach in language education?
In numerous Asian countries, where English serves as a second language and is mandatory in many universities, educators are urged to implement an "English only" policy in their classrooms This monolingual approach is favored by proponents who believe that the first language (L1) hinders the teaching and learning of a second language, as noted by Krashen (1982).
"First language interference" is identified as a primary cause of syntactic errors in adult second language learners, indicating low acquisition levels In monolingual classrooms, only the target language is permitted, creating an immersive environment Native-speaker teachers often advocate this approach, believing it enhances language acquisition Consequently, students in these settings are expected to learn English more quickly and achieve superior performance.
In contrast, according to Phillipson (1992), monolingual approach seems to be
In English-only classrooms, low-level students often struggle with a limited vocabulary of 500-1500 words, compared to 2500-4000 words in English, leading to confusion in word order and colloquial usage This situation makes it impractical for teachers to completely prohibit the use of the mother tongue, as it can place them in a false position Rather than viewing students' native language and cultural background as inferior, EFL teachers should embrace the mother tongue as a valuable resource to enhance foreign language learning When used thoughtfully, the native language can significantly aid students in acquiring new language skills.
Bilingualism refers to the ability to speak and write in two languages, often viewed as "two monolinguals in one person" (Baker, 2006) This concept emphasizes the simultaneous use of both languages Traditionally, the first language (L1) was regarded as inferior and a source of errors in education; however, this perspective is shifting as EFL teachers recognize the importance of L1 in the learning process According to Richards (1994), employing a bilingual approach in classrooms enhances teachers' ability to communicate effectively, engage students in learning activities, and assess their performance.
Many language classes primarily include non-native speakers with a low proficiency in English, leading to challenges in comprehension during "English-only" sessions In bilingual classrooms, teachers can confidently recognize that students may struggle with complex English structures due to their limited knowledge of the target language.
In the foreign language teaching, it has been suggested that we should create a
A pure foreign language environment can significantly enhance students' foreign language skills; however, it may not be ideal for those with limited knowledge or beginners The disparity in language proficiency between low-level and advanced learners is evident, and in such cases, the mother tongue can serve as a motivational tool and facilitate "language transfer" during second language acquisition The ongoing debate regarding the use of the mother tongue in English classes remains intense ESL teachers must exercise caution when determining the appropriate language and the extent of first language usage in their classrooms While opinions may vary, it is clear that the first language is crucial for low-level non-native English learners.
Methodology 2.1 Subjects of the study
Data collection instrument
The study will consist of three parts with different subjects One part will involve a survey questionnaire and the other parts will be an interview and a classroom observation
The questionnaire comprises a structured set of open-ended and closed-ended questions designed to gather responses from a sampled population, focusing on the influence of the mother tongue and students' attitudes towards its use in English language teaching and learning This survey method allows for rapid data collection while ensuring accuracy and honesty in the results According to Griffee (2012), questionnaires can effectively gather data from large groups in a short timeframe, providing valuable insights into the role of the first language in second language acquisition The questionnaire includes eight diverse questions that assess learners' attitudes and usage of their mother tongue in the classroom, utilizing formats such as checkboxes and multiple-choice options, with opportunities for participants to elaborate on their responses as needed.
The interview aims to gather teachers' insights on the use of their mother tongue in English instruction, highlighting its application in lessons Interviews are regarded as a friendly research method, requiring no statistical analysis (Griffee, 2012) Conducted in English due to the teachers' expertise, while the survey was in Vietnamese, this approach leverages the teachers' extensive experience, as most have taught for over a decade, providing valuable perspectives on the effectiveness of first language use in second language teaching By collecting data from both learners and teachers, the research seeks to present a comprehensive view of native language utilization in the classroom The study also includes classroom observations to objectively assess the use of the mother tongue in English classes at Thai Nguyen University of Education, focusing on both students' attitudes and teachers' language use An observation sheet was created to ensure precise data collection, with participants unaware of the observation details to enhance result reliability, allowing for an accurate assessment of mother tongue usage in the classroom.
Data analysis
The collected data, comprising quantitative and qualitative questionnaires from 110 students and interviews with 10 teachers, will be meticulously analyzed to understand perceptions and reactions to using the mother tongue in language classes Respondents answered standard closed and open-ended questions, providing valuable insights into their experiences After data collection, responses will be categorized, and the frequency of answers will be counted to offer a comprehensive overview of the native language's role in English lessons Statistical results will be computed using a defined formula to ensure accuracy and clarity in findings.
P = percentage N1 = the number of the participants choose an item N2 = The total number of the participants
The results are presented through tables and charts to provide a clear understanding of the impact of using L1 in L2 classrooms and to facilitate the comparison of variables across different questions Additionally, data from interviews is collected and analyzed based on teachers' opinions regarding various questions The responses to these interview questions will be categorized and examined for content similarities.
Classroom observation results will be quantified based on the frequency of Vietnamese usage by teachers for specific purposes, as noted on observation sheets This data will be analyzed to identify the contexts in which teachers predominantly use their mother tongue Additionally, the approximate duration of mother tongue usage by both teachers and students will be recorded This information will then be compared with findings from survey questionnaires and interviews to gain deeper insights.
This chapter outlines the methodology utilized in the study, focusing on first-year students from the K46 course and English teachers at the Foreign Language Faculty of Thai Nguyen University of Education as participants.
The Result of the Study 3.1 The situation of English Teaching and the Learning at Thai Nguyen
Discussion
This study highlights the significance of incorporating the mother tongue, Vietnamese, in language classes, particularly when English falls short in addressing teaching challenges While teachers recognize the need to minimize the use of the mother tongue, they also acknowledge that students' limited English proficiency necessitates its use Findings reveal that teachers spend 30% of their time speaking Vietnamese, while students use it 40% of the time, which is deemed appropriate for explaining complex grammar points and unfamiliar concepts Although both teachers and students agree on the necessity of using the mother tongue, they caution against its constant use, preferring it in specific situations When used appropriately, the mother tongue enhances lesson effectiveness, not only in grammar and vocabulary instruction but also in clarifying difficult aspects of listening and reading exercises.
This study explores the use of the mother tongue in EFL classrooms, highlighting its significance for both students and teachers Students primarily use their first language to comprehend difficult vocabulary and enhance their understanding of lessons Teachers also find it essential for clarifying complex grammar points Observations indicate that using the first language is often the most effective method for covering extensive language material, especially in large, multi-level classes Additionally, the findings support the use of the mother tongue in classrooms with students who have limited English proficiency, contrasting with views advocating for its reduction Ultimately, the first language fosters a comfortable learning environment, encourages positive feedback, and helps students communicate in English with confidence.
Implications in teaching
While the use of the mother tongue in language teaching is often viewed as ineffective, it plays a crucial role in the learning process This study highlights the importance of leveraging the mother tongue to enhance understanding and proficiency in English By incorporating judicious translation and explanations from the second language to the first, teachers can effectively support learners without restricting their use of their native language Ultimately, allowing students to use their mother tongue can provide them with more opportunities to practice and improve their English skills.
Utilizing the mother tongue in second language teaching offers significant advantages, yet its effective application poses challenges To assist both teachers and students in appropriately incorporating their native language in English classes, strategies must be developed to minimize negative transfer while enhancing positive transfer While it is widely accepted that English teachers should maximize the use of English during lessons, this does not imply the complete exclusion of the mother tongue.
Language transfer, or cross-linguistic influence, is widely recognized as an unavoidable aspect of teaching English as a foreign language The use of a learner's first language can yield both beneficial and detrimental effects on second language acquisition To enhance learning outcomes, it is crucial for teachers to raise learners' awareness of the differences between the target language and their mother tongue, emphasizing the importance of knowing when and how to appropriately use both languages Once students grasp this concept, the judicious use of their first language can become a valuable tool in their language studies Implementing this approach before or during the teaching process can help mitigate potential negative impacts and promote effective learning.
Explaining grammatical concepts is crucial in language courses and can be done in both English and the students' native language, especially when English explanations become too complex For instance, when teaching the formation of English plural nouns, it's beneficial for students to articulate the rules in their mother tongue before the teacher summarizes them in simple English This approach enhances understanding and allows for additional clarification in the first language However, it is important to use the mother tongue only in challenging situations where comprehension in the target language is insufficient.
Maximizing opportunities to practice English is essential; however, in situations where students lack sufficient proficiency, it is not advisable to compel them to communicate solely in English Utilizing the mother tongue can effectively check students' understanding of lesson requirements Teachers can pose a simple question in English and then have students restate the instructions in their native language The key is to enhance English usage while minimizing reliance on the mother tongue during practice.
Teachers can utilize their mother tongue to correct pronunciation errors, clarify the meanings of abstract terms, and address ambiguities in listening or reading tasks This approach can save time for other classroom activities However, it is essential for teachers to use the mother tongue sparingly and strive to maintain an English-speaking environment to maximize students' exposure to the language, despite the constraints of limited class time.
Previous discussions have highlighted the significance of incorporating the mother tongue in language classes and its effects on teaching and learning a second language From this analysis, several key conclusions can be drawn.
The role of the mother tongue in English teaching and learning has often been overlooked, despite its potential to offer significant benefits While it can have both positive and negative effects, many students view their first language as a valuable tool for acquiring the target language more easily For learners with lower English proficiency, the mother tongue is particularly crucial Additionally, teachers find that the mother tongue can effectively address various challenges that English alone may not resolve.
While both teachers and students recognize the importance of the target language in education, there are instances where the mother tongue proves more effective, particularly when explaining complex grammar points and difficult vocabulary Both groups agree that excessive use of the mother tongue can be detrimental to the learning process Research indicates that teachers should aim to spend about 20-30% of class time using the mother tongue, whereas students prefer a slightly higher allocation of 30-40% to enhance their understanding and comfort in challenging language situations.
Students at Thai Nguyen University of Education exhibit diverse levels of English proficiency First-year students, in particular, often struggle with communicative skills, which can hinder their ability to fully engage with and comprehend lessons delivered in English.
Conclusion 1 Conclusions
Limitations and suggestions for further research 41 References
Our study was conducted on a small scale due to time constraints and unfavorable conditions, limiting our ability to assess its impact on students at various English proficiency levels The findings primarily pertain to first-year classes Therefore, we recommend conducting further research on the influence of the mother tongue in second language teaching and learning on a larger scale and over an extended period Additionally, exploring its practical implications in other languages and among students in higher years, such as third or final year, would be beneficial.
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2 Baker, C (2006) Foundations of Bilingual Education And Bilingualism
3 Brown, H.D (1994) Teaching Principles: An interactive Approach to Language
4 Cameron, L (2001) Teaching Languages to Young Learners CUP: Cambridge
5 Cook, G (2000) Language Play and Language Learning OUP: Oxford
6 Ellis, R (1997) Second Language Acquisition OUP: Oxford
7 Griffee, D., T (2012) An Introduction to Second Language Research Method:
Design and Data TESL-EJ Publication: America
8 Hamers, J F, & Blanc, M H, (2000) Bilinguality and Bilingualism CUP: Cambridge
9 Krashen, S D (1981) Second language acquisition and second language learning Pergamon Press
10 Krashen, S D (1982) Principles and Practice in Second Language Acquisition Pergamon Press
11 Lewis, M.& Hill, J (1985) Practical Techniques for Language Teaching Heinle ELT
12 Lightbown, P., & Spada, N (1993) How Languages are Learned OUP: Oxford
13 McMillan, B & Turnbull, M (2009) Teachers‟ Use of the First Language in French Immersion: Revisiting a Core Principle In Turnbull, M & O‟Cain, J.D (ed.) First Language Use in Second and Foreign Language Learning (pp 15-
14 Nation, P (2003) The role of the first language in foreign language learning Asian EFL Journal
15 Phillipson, R (1992) Linguistic Imperialism OUP: China
16 Richard, J C (1990) The Language Teaching Matrix CUP: Cambridge
17 Richards, R.C & Rodgers, T.S (2001) Approaches and Methods in language teaching, 2nd edition CUP: Cambridge
Phiếu điều tra dành cho sinh viên năm thứ nhất Vai trò của tiếng mẹ đẻ trong việc giảng dạy tiếng Anh
Bản điều tra này nhằm khảo sát việc sử dụng tiếng mẹ đẻ và lợi ích của nó trong việc học và giảng dạy tiếng Anh cho sinh viên năm thứ nhất Chúng tôi mong bạn trả lời các câu hỏi một cách chân thành, vì những câu trả lời này chỉ được sử dụng cho mục đích nghiên cứu.
Trước khi trả lời các câu hỏi điều tra, xin vui lòng hay điền một vài thông tin cơ bản sau:
2 Bạn đã học tiếng Anh được bao lâu rồi?
3 Tại sao bạn học tiếng Anh? _
4 Giới tính: _ 5 Tuổi: _ Hãy trả lời các câu hỏi sau:
1 Tiếng mẹ đẻ có nên được sử dụng trong việc giảng dạy tiếng Anh không?
2 Theo bạn thì bạn muốn giáo viên sử dụng bao nhiêu tiếng mẹ đẻ trong lớp học?
rất nhiều một chút thỉnh thoảng không Hày giải thích câu trả lời của bạn:
3 Tiếng mẹ đẻ nên được sử dụng trong khi học:
ngữ pháp từ vựng không sử dụng Hày giải thích câu trả lời của bạn
4.Theo bạn thì giáo viên nên sử dụng tiếng mẹ đẻ trong các trường hợp nào sau đây (bạn có thể chọn hơn một đáp án)
giải thich nghĩa của những từ vựng khó
giải thích một vài chủ điểm ngữ pháp khó
đưa ra lời chỉ dẫn
đưa ra phản hổi, nhận xét cho sinh viên
giải thích cách sử dụng của một vài những cụm từ hoặc khái niệm
kích thích sinh viên trong lớp học (ví dụ như kể một vài câu chuyện cười )
Giải thích một vài phần của bài đọc hay bài nghe khó đối với sinh viên
Kiểm tra xem sinh viên có hiểu bài không
không nên sử dụng Các trường hợp khác mà bạn gợi ý:
5 Theo bạn sinh viên năm thứ nhất nên được sử dụng tiếng mẹ đẻ khi:
khi làm việc theo cặp hoặc theo nhóm
Khi yêu cầu giáo viên giải thích những phần của bài học mà bạn không hiểu
đưa ra ý kiến Các trường hợp khác mà bạn gợi ý:
6 Tại sao bạn lại nghĩ rằng việc sử dụng tiếng mẹ đẻ là rất cần thiết cho việc học tập và giảng dạy tiếng Anh?
Nó giúp tôi hiểu bài học hơn
Nó giúp tôi biết cách sử dụng những từ vựng khó trong tiếng Anh
Nó giúp tôi hiểu được yêu càu của giáo viên trong mỗi hoạt đọng
Nó giúp tôi cảm thấy thoải mái và ít căng thảng hơn Các trường hợp khác mà bạn gợi ý:
7 Bạn có nghĩ rằng việc sử dụng tiếng mẹ đẻ trong lớp học tiếng Anh có thể giúp bạn học ngôn ngữ này tốt hơn không ?
không một chút bình thường rất nhiều
8 Bao nhiêu phần trăm thời gian của một tiết học mà bạn nghĩ tiếng mẹ nên được sử dụng khi giảng dạy tiếng Anh (chọn một đáp án duy nhất) : a Bởi giáo viên
50 % 60 % 70 % không Xin chân thành cảm ơn sự giúp đỡ của các bạn !
Questionnaire for the 1st -year students The role of mother tongue in teaching English
This inventory assesses your attitudes towards the use of the mother tongue in English classrooms and its benefits for learning English Please respond sincerely to the provided statements and questions, as your answers will be utilized solely for research purposes.
Before doing the survey, we would like you to give some basic information as follows
1 Which department are you studying in?
2 How long have you been learning English?
3 Why do you learn English? _
Now please give your ideas about the following questions
1 Should mother tongue be used in English classroom? Yes No
2 How much do you like your teacher to use your mother tongue in class:
a lot a little sometimes no Give your explanation:
3 It's better to use mother tongue when learning:
grammar vocabulary none of them Give your explanation:
4 When do you think the teacher should use mother tongue in English classroom?
explaining the meanings of some difficult words
explaining some complex grammar rules
explaining the use of some phrases or concepts
motivating students in class (telling some jokes )
Explaining some parts of the reading or listening that are too difficult to the students
5 When do you think students should be allowed to use mother tongue in class?
when working in pairs or groups
when asking the teachers to explain some parts of the lessons that you don't understand
6 Why do you think using mother tongue is necessary in English classroom ?
it helps me to understand the lesson better
It helps me to know how to use some difficult words and phrases better
It helps me to understand the teacher's requirement of each activity
It helps me to feel more comfortable and less stressed Others: _ _
7 Do you think the use of mother tongue in English classroom can help you learn this language well?
8 What percentage of time do you think mother tongue should be used in class? (Choose only one) a by the teacher:
Thank you for your co-operation!
Interview questions for the Teachers
Below are some questions related to the use of mother tongue in general and Vietnamese in particular Please, answer them sincerely
1 In what way do you think the English native teachers are better than the teachers of the first language when teaching English to the first-year students?
2 When do you allow your students to speak in Vietnamese?
3 Do you think using Vietnamese is necessary to teach English to the 1st-year students? Why?
4 How often do you use Vietnamese to teach English to the first-year students?
5 What benefits do you and your first years students gain from using Vietnamese in an English class?
6 When and how should mother tongue be used to teach English to the 1st-year students?
7 How much time do you think Vietnamese should be used to teach English to the 1st-year students?
Items Teacher's activities Student's response
Explaining new words or phrases