The Interference of L1 in L2 Classroom.

Submitted for:

Dr. Hema Rosheny binti Mustafa

Submitted by:

Tuan Mohd Azhar bin Tuan Ibrahim MPP171167

Said Ahmed Mustafa Ibrahim MPP171115

Norfarizan binti Mohd Pathan MPP171155

Nursyahida binti Ab. Kadir MPP171154

Wan Maisarah binti Wan Husin MPP171156

Nur Muiezah binti Muhydin MPP181048

Date of Submission

March 13, 2019

Abstract

There has always been a lot of controversy between whether or not to use the learners’
first language in the English language classroom. Advocates of the English-only approach
believe in the absolute use of English in the classroom and refraining completely from the
learners’ mother tongue. They regard the use of the learners’ mother tongue as a hindrance to
learning English. On the other hand, there are those who believe that the first language is an
invaluable tool to facilitating language learning and should not be banished completely from
the English language classroom. Teachers’ perceptions and attitudes regarding either one of
the approaches will determine whether or not they use the learners’ first language in their ESL
classes. This conceptual paper addresses the issue of mother tongue use in the English language
classroom and how it is perceived by the school English language teachers and students by
reviewing related literature. Therefore, the purpose of this conceptual paper is to discuss
previous research on first language use in the English language classroom and that would help
understand the research area and form ground work for this study for future reference.

Keywords: first language use in ESL, mother tongue use in ESL, perceptions,
attitudes

Introduction

Mother tongue or first language use in the English language classroom has been a moot
point for a long time. Literature findings show two opposing sides: those of the view of
banishing the use of the first language at all measures considering at a barrier to target language
acquisition; and those who believe that the first language can be beneficial regarding it as one
of the many tools teachers can utilize in helping learners in the English language classrooms.

First language prohibition in the English language classroom was based on the
assumption of first language interference with the target language. Moreover, it was believed
that immersion in the target language in the classroom will positively impact students’
communicative skills in the target language (Crichton, 2009). That was complemented by the
widespread of the approaches that opposed the grammar translation method and insisted on
target language use such as the Direct Method, the Audio-lingual Method and finally
Communicative Language Teaching (CLT). Therefore, target language use and mother tongue
abandonment have been highly promoted in the English language classroom. In the same
context, some teachers and students do not encourage first language use and perceive it as a
hindrance to successful learning of the English language. In his study on the Perceptions of
teachers and students towards using Arabic in the English language classroom, Hamze (2010)
found that both teachers and students had negative attitudes towards first language use in the
English classroom even though they have acknowledged its importance in limited situations.
The study also concluded that teachers should avoid using the first language and use realia or
visual aids instead. Moreover, first language should be used only in very limited situations, e.g.
socializing with the students.

The other opposing view regards the first language as a necessary tool in target
language development. A lot of studies highlighted the role of the first langue in language
teaching and learning for a variety of reasons (Simsek, 2010). In his mixed methods study on
the attitudes of students and teachers towards using students’ mother tongue in English
language classrooms in UAE, Elmetwally (2012) found that both public high school teachers
and students feel positive about the use of the first language especially when teaching difficult
vocabulary or concepts and managing and organizing the class. The study concluded that the
judicious use of the first language is recommended in the English language classroom.

Therefore, there is a body of literature on both sides and the teachers’ and students’
perceptions and attitudes have been researched. However, a unanimous perspective regarding
the use of L1 in the English language classroom is still lacking. The current study investigates
both opposing sides and their reasons for whether or not to use the learners’ mother tongue in
teaching English in an attempt to fully understand the background of the issue and that would
help teachers reach a unified perspective on mother tongue use.

Reasons to use L1 in ESL classroom.

Currently, there are many different opinions on the role of L1 in L2 classroom

especially from teachers and learners. Some agreed that the used of L1 in L2 classroom is
effective and some are not. Alhebaishi (2017) discovered that the teachers and learners agreed
to use L1 in the L2 classroom for few reasons such as to explain vocabulary and grammar rules,
to build good relationship, to manage classroom, to explain comprehension and to give
feedback. This is also supported by Lasagabaster (2013) as the author stated that the teachers
and learners believed that the use of L1 in L2 classroom may scaffold language and content
learning. Hence, L1 plays a vital roles in L2 classroom for many reasons.

Pre-Writing Stage

One of the reasons of using L1 in L2 lesson is to assist the learners in pre-writing stage.
Woodal (2002) pointed out that L1 is useful for the students in L2 classroom as it assists them
in generating ideas at pre-writing stage. This stage consists of complex cognitive skills which
involved idea generation and linguistic information (Scott, 1996). Adding to that, Weijien
(2009) stated that the use of L1 in L2 writing serves for various purposes; for instance
generating ideas, planning and meta-comments and solving linguistic problems. One of the
problems that cause difficulties in writing among the learners is limited L2 competence as the
students find it difficult to differentiate their previous knowledge regarding the topic of writing
and “information on the language expression” (Stapa and Abdulmejid, 2009: 41). The
complexity of the problem increases when the students are not familiar with the topic if the
topic given is cultural-oriented with L2. However, a study conducted by Jones and Tetroe
(1987) revealed that the writers with lower L2 proficiency who used L1 in their planning
process produced more details and abstract ideas in that stage compared to those who did not.
Similarly, Yigsaw (2012) stated that the use of L1 in pre-writing stage is beneficial for the
students as it helped them to discuss the ideas deeply; despite having to think about what they
should write, they have to focus only on the language to write an essay.

Reading Comprehension

Meanwhile, Garcia (2000) stated that the use of L1 in cross-linguistic strategies played
a crucial role in reading comprehension for bilingual learners. In a study by Seng (2006), the
results showed that the learners switched between L1 into L2 when they faced problems in
their reading comprehension; for example in their attempt to solve vocabulary and conceptual
related difficulties. L1 is also used to verify an L2 word or to assist the reader to give reason
through or guess the word (Upton, 1997). Adding to that, Seng (2006) also stated that the
learners used L1 in not only for translating; in fact, it is also used in questioning and guessing
strategy in reading comprehension. Cohen (1995) mentioned that bilingual people often shift
the languages used according to the situations; some shifts are unintentional because it is easier
to think in one language than another and thus, the easier language is used. He also stated that
some shifts are intentional when it is used to help them understand the grammar or vocabulary
of the target language. Hence, the intentional shift to the L1 by the learners is to assist their
attempts to understand the text.

Teaching Grammar

The use of L1 to teach grammar also has been one of teachers’ preferences. A study
conducted by Nakatsuka and Loewen (2015) where they videotaped 12 hours of classroom
interaction from fourth semester university learners in Spain, found that 47% of the teachers
preferred to use L1 in their English class, while 39.7% preferred target language and 11%
preferred both languages. The teacher preferred to use Spanish in explaining grammar because
grammar was not part of current instructional syllabus. Adding to it, Alhebaishi (2017) in his
study also found learners’ perception towards the use of L1 in learning English specifically
grammar is positive. This is supported by Pablo, Lengeling, Zenil and Goodwin (2011) as they
found that teacher perceived L1 as a pedagogical device for clarification as L1 is a tool that
helps in explaining grammar in the classroom.

Vocabulary

Next, teachers and learners perceived the use of L1 in ESL classroom is positive and
good especially in teaching and learning vocabulary because it helps the learner to understand
the meaning faster. Huerta-Macias and Kephart (2009) stated that code switching provided a
quick translation of a word or phrase. Ahmad (2009) also found that 50.3% of the learners felt
that future code switching would assist them understand teachers’ instructions and learn new
vocabulary. In addition, another study conducted by Alhebaishi (2017) also found that the
learners’ perception towards the used of L1 in learning English vocabulary is positive. This is
supported Blackman (2014) in her study where she found that 45% of the teachers relied on L1
for specific purposes such as defining new vocabularies. Hence, the use of L1 in defining new
words is effective in L2 learning.

Classroom Management
 Another reason for using L1 in L2 classroom is for classroom management purposes
(Hlas, 2016; Alhebaishi, 2017; Blackman, 2014; Littlewood & Yu, 2009). Managing a
classroom may vary, ranging from working on basic routines such as on course policies,
attendance and things related to administration (Ahsan, 2016) to handling disciplines
(Lasagabaster, 2013). Moore (2013) referred to these conditions as situational factors which
influenced L1 use in L2 classroom. Among these, giving instructions has been found as the
most influential factor for using L1 in target language classroom (Ahmad, 2009; Vasquez,
2017; Khati, 2011; Pablo, Lengeling, Zenil & Goodwin, 2011; Huerta-Macias & Kephart,
2009). Other than that, L1 is also used to explain tasks and assignments (Alhebaishi, 2017) and
to instruct learners for examinations (Ahsan, 2016). These factors are crucial in classroom
management and by using L1, vagueness or misapprehensions while managing classrooms are
able to be avoided (Lasagabaster, 2013).

Building positive relationship

Using L1 in L2 classroom also helps to build positive relationship between the teacher
and the learners. Littlewood & Yu (2011) found that teachers of English in Beijing switched to
L1 in order to praise and encourage the pupils in the classroom. It shows that L1 is used to
increase learners’ motivation in learning the target language as the learners are able to
understand the praises and encouragements given by the teachers. It is better to be done in L1
as praises and encouragements do not achieve its purpose if the learners do not understand
them.

As English is considered as foreign language to non-native speaker, learners with low

level of English will construct negative views towards the language (Sahin, Secer & Erisen,
2016). Negative attitudes towards English can be dispelled by recognizing and welcoming
learners’ own language (Celik, 2008). It can increase their receptivity to learn the target
language as it allows the learners to express their own culture. This will help the teacher to
build rapport with the learners. Besides that, L1 also symbolizes learners’ identity and their
cultural background. Appreciating learners’ language and culture provides a positive learning
environment and enhances motivation for learners to learn the target language.

As in Malaysia, English is a compulsory subject to be learnt in primary and secondary

schools. So, learners typically study and learn English for involuntary reasons and most of them
are exposed to the language only in school specifically in classroom. In this circumstance,
learners develop an “inferiority complex” when they are exposed to extensive use of English
in classroom (Celik, 2008). In order to overcome the inferiority, teacher should integrate the
use of L1 in L2 classroom as it helps the teachers to lower the affective filters among learners
and at the same time facilitating L2 acquisition (Alrabah, Wu, Alotaibi & Aldaihani, 2016). It
is also an effort in providing a stress-free and relaxed learning environment where L2 can be
learnt effectively than using L2 as the only language of instruction.

Reasons not to use L1

Regardless the reasons to use L1 in L2 classrooms, there are undoubtedly both positive
and negative effects of using L1 in L2 classrooms (Kelleher, 2013). These negative effects of
using L1 come from various perspectives that include slowing learners’ progress, nature of
activities, teachers’ views and abilities and interferences of L1 in L2 learning.

Slowing Learners’ Progress

Using the target language in L2 classroom will provide a language-rich environment to

the learners. In his research, Swan states that target language should be used in each and every
task that has been conducted in providing maximum exposure of the language being learned
(as cited in Celik, 2008). It also provides ample opportunity for learners to practice the language
to the fullest. A language-rich environment classroom will provide an opportunity to the
learners to practice the language by interacting with one another in target language.

As language acquisition theories are concerned, The Input Hypothesis (Krashen, 1985)
claims that acquisition can only take place in a target language environment where the language
is spoken and practised, and therefore, using the mother tongue cannot possibly play any part
in this process as it will inhibit the learners’ progress in grasping the structure of the target
language. If L1 is used in the classroom, the learners are not exposed with the great linguistic
of the target language. Alshammari (2011) remarks that learners tend to overuse their L1 in
order to stay within their area of comfort. Thus, he recommends that learners should be taught
common formulaic phrases associated with classroom procedures early in the course. As
example, learners should be introduced the simplest form for requests, asking for help, and
apologies so that the learners can use in their daily communication.
Nature of activities

The use of mother tongue becomes ineffective because of nature of activities carried
out in the classroom, especially when dealing with speaking skills. Celik (2008) emphasizes
that learners should be given maximum exposure of the target language in order to get them to
practise their L2 by conducting communication related tasks such as debates, role-plays, and
presentations. As quoted in his research, strategic communicative competence can only be
achieved by the learners through using the target language (Macaro, 2011). This productive
skill required the learners to use and practise the language learnt in order to develop their
language mastery.

The use of L1 is also not relevant when the activity is aimed to focus on pronunciation
(Cole, 1998). Based on his personal experiences, Celik (2008) also added that learners are able
to identify and overcome their weaknesses in suprasegmental aspects of the L2 in pronunciation
with persistence use of the target language. Besides that, learners tend to pronounce English
words as how they pronounce Malay words by pronouncing the words according to their
spelling. Yet, it is different to English with irregularities in most aspects such as spelling and
pronunciation of words. So, providing authentic language input is important for learners to
provide a model and practise the correct pronunciation of English words.

Teachers’ Views and Abilities

Teachers’ views and their abilities related to L1 use in L2 classrooms also give some
insights on this issue. Some teachers ban the learners from using L1 in L2 classroom (Kelleher,
2013; Farzana, 2017; Iqbal 2016) as they believe that using L1 would not facilitate L2 learning
success (Hamze, 2010). These teachers perceive that L1 use will limit learners’ experience and
familiarity to the target language (Farzana, 2017) and they may depend on the L1 if it is used
a lot (Pablo, Lengeling, Zenil & Goodwin, 2011). Thus, teachers should optimize target
language use (Littlewood & Yu, 2009) in order to maximize learners’ experience of the
language (Crawford, 2004). This view is also supported by the learners as they believe that L1
should not be used in order to have full exposure to the target language (Sharaeai, 2012; Hamze,
2010; Farzana, 2017). Meanwhile, there are also issues on teachers’ lack of proficiency in
learners’ mother tongue (Huerta-Macias & Kephart, 2009) which helps to lessen the use of L1
in L2 classroom. Maximum use of the target language also shows teachers’ confidence in the
learners’ ability to learn the language (Crawford, 2004).

Interferences of First Language

Finally, the use of L1 will interfere L2 learning (Khati, 2011; Maniam & Kesevan,
2006) especially in speaking (Denizer, 2017) and writing (Maniam & Kesevan, 2006).
Derakshan (2015) found that learners can use the target language easily if there are similarities
between their mother tongue and the target language, yet they will have problems in using L2
if there is no resemblance between the languages. In his study, English learners’ problem in
pronunciation is due to the different syllabic structure of Persian and English (Derakshan,
2015). Other than that, learners also tend to make errors as a result of their L1 interference
where they transfer the structures of their L1 into L2 (Sanmuganathan, 2014; Denizer, 2017)
or directly translating sentences from their mother tongue into the target language or vice versa
which influence their abilities to write correct sentences in the target language (Denizer, 2017).

Conclusion

This review has been done to disclose the role of first language on the second language
acquisition. It is probable to say that mother tongue interferences in second language learning
in almost all parts. There are teachers whom use L1 in teaching the 4 skills of the language
(listening, speaking, reading and writing) but on the minimal context. The biggest effect of
mother tongue interference can be seen in the speaking as a language skills and grammar as a
language are (Denizer, E.N., 2017) .Echevarria and Graves (2011) stated that L1 is an important
factor in learning new language as it is “a child’s first primary tool for interaction. While Bhela
(1999) indicated that adopting L1 structures in L2 texts provide convenience to second
language learners while understanding the whole text. The use of L1 in L2 classroom may
support the pre-writing stage, reading comprehension, teaching grammar, vocabulary,
classroom management and as well as in building positive relationship among the teachers and
the learners. Realizing this fact, most English teachers favour in using L1 in teachingL2 in
order to ensure greater understanding among the learners.
 Whilst, it was also found that the first language interference is seemingly a common
problem for the ESL learners. According to Mede, Tutal, Ayaz, Calisir and Akin (2014) there
is high probability of cross-linguistic influence in second language acquisition and this
influence may cause some errors, which are caused by negative transfer. The use of L1 in
teaching L2 may slowing the learners’ progress. As the target language should be used in each
class that has been conducted in providing maximum exposure of the language being learn as
stated by Swan, the use of L1 may divert the aim of learning the second language. Furthermore,
the use of mother tongue may become less effective because of the nature of the activities
carried out in the classroom. Learners should be given enough chances and maximum exposure
to use the target language in order to ensure their mastery. Moreover, teachers’ view and
abilities toward using L1 in L2 classrooms also give impact on this issue. There are teachers
whom banned L1 from being used in their L2 classroom as they think L1 will limit learners’
experience and familiarity to the target language.

Learning a new language can be a traumatic event. As the learners might feel worried
if they cannot gain the new language learnt, they might discard the idea of learning the second
language in the very early stage. In this case, teachers should play their roles to diminish the
learners’ anxiety. The use of L1 might be taken as the last resort in assisting to L2 teaching and
learning process. Methods such as role play, using flashcard and simulation might be taken
into consideration as a learning aid instead of using L1 in order to ensure learners’ acquisition.

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