AN ACTION RESEARCH

TEACHER'S USE OF BENGALI IN AN ENGLISH CLASS : IT'S

EFFECT ON STUDENTS

SUMAIYA AKHTAR
MA(ELT)
INSTITUTE OF MODERN LANGUAGES

UNIVERSITY OF DHAKA

1
Abstract: Based on the previous research and practice, the present paper conducts an
investigation in one Bangladeshi college to find out the effect of the teacher's use of
Bengali in an English class and attempts to test the positive role of the teacher's use of
Bengali in the English classroom of Bangladeshi colleges. This case study focuses on
revealing the attitudes of students towards the factors and influence of the effect of the
teacher's use of Bengali in an English class. The study integrates the qualitative and
quantitative research methods to analyze the effect of the teacher's use of Bengali in an
English class through the students’ questionnaires and testing.

Based on the analysis of the data, this study concludes that the teacher's use of Bengali in
an English class is prevalent in the classrooms of some Bangladeshi colleges and that it
plays a positive role in the process of learning of English language.

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TABLE OF CONTENTS
CHAPTER 1 INTRODUCTION 5
CHAPTER 2 LITERATURE REVIEW 6
2.1 A historical view of the issue 6-9
CHAPTER 3.0 RESEARCH DESIGN 9
3.1 Lesson type 9
3.2 Subjects 10
3.3 teacher 10
CHAPTER 4.0 TOOLS 10
4.0.1 Test 10
4.0.2 Questionnaire 11
4.0.3 Test battery 11
4.0.4 Scoring scale 11
4.1 Data Collection 11-12
4.2 Procedure of data collection 12
CHAPTER 5.0 ANALYSIS OF DATA 12
5.1 The analysis of the test results 12-13
5.2 Analysis of questionnaire 14
5.2.1: Categorization of the questionnaire 14-17
CHAPTER 6.0 RESEARCH FINDINGS 17-18
CHAPTER 7.0 RESULT AND CONCLUSION 18-19
APPENDIX-A 20-21
APPENDIX -B 22-24
REFERENCES 25

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 ACKNOWLEDGEMENT

This paper has been submitted in partial fulfillment of the requirements for the degree of
MA in ELT. In doing this paper I took help of several people whom I would like to thank
here. At first I would like to express my heartiest gratitude to my supervisor, Dr. Dil
Afroze Quader, for her immense patience, guidance and support throughout the stages of
this action research. My vote of thanks goes to all the teachers and students who were
participants of my study.

4
Introduction:

The issue this paper is going to examine in more detail is whether the use of Bengali in
the English classroom by the teacher hinders the learning of a second language (in
this case English) or can facilitate it. Currently there is a loosely enforced English-only
policy at the institution where this research was carried out. This project in essence then
is a form of action research where the findings could have a direct impact on this
particular colleges and the way lessons are taught.

While there have been many theoretical arguments both for and against the use of L1 in
the L2 classroom (here L1 is Bengali; L2 is English), there has been little research
carried out which has measured the exact effects of L1 use in the classroom. Perhaps the
difficult nature of measuring and gathering evidence in an attempt to answer such a
difficult question is the reason behind this. Not only must a valid and reliable way of
measuring and assessing student learning be established, but at least two languages must
be used correctly and clearly in the classroom as well.

How to measure the effects of using L1 on learning, poses a difficult and complicated
question. One obvious way to measure teacher's use of L1’s effects on learning is by
trying to control all the other variables, and then measuring the improvement of the
respective students.

In Secondary and Higher Secondary education, the English classroom instruction needs
to be in English as the Communicative language teaching has been introduced in
Bangladesh. But most of the teacher in most of the colleges use Bengali in English class.
So the primary goal of this paper is to find the answer of the following question
i) What is the effect of the teacher's use of Bengali in teaching English?

Hypotheses

Teacher’s use of Bengali in teaching English may:

5
 Facilitate the learning
 Debilitate the learning
 Have no effect in either way

Chapter 2.0: Literature review

Before we can begin with the experiments, it is important to further examine the issue of L1
use in a language classroom in more detail so as to be able to place these experiments in the
proper context. Firstly though, a brief look at the issue from a historical viewpoint.

Chapter 2.1: A Historical View of the Issue

A look at the history of L1 use in the L2 classroom quickly reveals periodic but regular
changes in how it is viewed (Auerbach, 1999, p12). Several hundred years ago bilingual
teaching was the ‘norm’, with students learning through translation. The use of L1 to study
L2 was almost universal and readily accepted, in part because language teaching placed an
emphasis on the written word above the spoken word. In the 19th Century, this trend slowly
reversed itself (towards a monolingual approach), in part due to a shift towards an emphasis
on the spoken word. The impact of mass migration, colonialism and a large increase in
research in the field, would further strengthen the Monolingual Approach in the 20th Century.

The mass migration of peoples to other countries, particularly from Europe to America was
important because it forced educators to refocus their lessons, from smaller translation-
oriented classes to bigger classes, and perhaps more importantly, from students with a
common L1 to students with a mixed L1 (Hawks, 2001, p47). No longer could teachers rely
on using L1 to help them. The only way to teach was to use the L2 as the medium of
teaching.

The appearance of the Direct Method of teaching just over a hundred years ago also
contributed greatly to the consolidation of the idea that all L1 languages should be excluded
from the classroom (Harbord, 1992, p350) & (Pennycook, 1994, p169). The premise of the
Direct Method was that second language learning mirrored first language acquisition: lots of
oral interaction, little grammatical analysis and no translation. The Direct Method would

6
soon be discredited when it failed in the public education system (Brown, 1994, p44), but it
would have a lasting influence on ESL/EFL classrooms.(Miles, 2004)

Also, pivotal in forwarding the argument that L1 should not be used in the classroom,
was Krashen, who advocated maximum exposure to the target language. He stated that all
the lesson or as much as possible should be in L2 (English in our case), and that there
was a definite relationship between comprehensible input in L2 and proficiency
(Krashen, 1985, p14). Crucially though, this perhaps implied that time spent using L1
would only detract from learning. He even suggested that the reason exposure was not
always successful in facilitating proficiency, was because learners had access to their L1
either in class, or out of it (Krashen, 1985, p14). Others such as Gatenby 1950 (in
Phillipson, p185, 1992) agreed, by claiming that the language being studied should be the
mode of communication in the lesson. This idea that the L2 lesson should be taught in
L2, in order to maximize exposure, and thereby learning, is perhaps the key concept
which monolingual supporters have based their approach on.

In Miles(2004) it is said that, the Makere report in 1961 further reinforced the idea of using
nothing but English in the classroom. There are five basic tenets originating from this report,
which have been called into question, but which were taken as the ‘truth’, at the time. They
are:
1. That English should be taught in a monolingual classroom.
2. The ideal teacher should be a native English speaker.
3. The earlier English is taught the better.
4. The more English used in the classroom during lessons, the better.
5. If other languages are used, English standards will drop (Phillipson, 1992,
p185).

Phillipson has described these as the ‘five fallacies’ of modern English language teaching
(Phillipson, 1992, p185) but the implications of these tenets are far-reaching and their
influence can be found almost everywhere English is taught, even today. For the purpose of
this paper, the first tenet is obviously the most important one. Nevertheless, it becomes
difficult to separate them, as they are all interrelated and when combined they strongly

7
proclaim an English-only policy in the classroom. Tenet 1 proclaims English-only is what
should be striven for and conversely Tenet 5 claims that the use of L1 will hurt learning. The
more English used the better (Tenet 4) also directly implies the less L1 use the better. The
native teacher tenet (Tenet 2) also implies native English speaking teachers are more valued
than non native English teachers, further emphasizing the superiority of English and
conversely, the inferiority of the student’s L1. Tenet 3 implies that it is better to learn an L2
when you are younger, through direct exposure to the language, rather than when you are
older and can utilize your L1 knowledge directly to help in learning L2.

By the 1970s these five tenets would be incorporated into the Communicative Approach,
which quickly came to dominate language teaching. Native English teachers teaching only in
English and excluding the students L1 would become the goal for many Communicative
supporters. As a whole, the Communicative Approach firmly believed the idea that
monolingual teaching with authentic communication in L2 was the best way to learn a
language (Pennycook, 1994, p169). Many linguists insisted that the target language be used
for all purposes in the classroom (Wringe, 1989, p9) even when the reasons for using it
remained unclear (Hawks, 2001, p47). Communicative researchers not only believed in the
use of L2 as the medium of teaching, but many others also believed that L1 use actually
interfered with L2 learning and brought about ‘error transference’ (Pacek, 2003), thereby
hindering learning. These errors from L1 interference would be formed into what is now
known as the Contrastive Analysis Hypothesis (Brown, 1994, p193). It was thought that
errors in L2 learning could be predicted by comparing and contrasting L2 with L1.

Some researchers claimed that the learning of an L2 followed the same principles as the
learning of an L1 (Phillipson, 1992, p191), which further reinforced the idea of using only the
target language to maximize exposure and consequently learning.

Miles (2004) said "recently, some researchers and teachers have begun to advocate a more
bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool.
Others have even gone as far as saying the use of L1 in the classroom is necessary (Schweers,
1999, p6). Countries, such as China have been successfully experimenting with bilingual
English classes (Zhou, 2003, p6)."

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"Many researchers now believe that the search for a ‘best method’ is a futile effort (Lewis,
1993, p189), because there can never be one method that suits all (Nunan 1999, in Pracek,
2003). Many methods have their place, and many techniques have their place, depending on
the differing circumstances of the teaching environment. By excluding the students’ L1, we
are severely limiting the number of methods and techniques available to teachers." (Miles,
2004)

Chapter 3.0: Research Design

The present paper aims to see whether the use of Bengali by the teachers in an English
class hinders the learning or facilitates the learning of the students. So the research
question is formulated as follow:

i) What is the effect of teacher's use of Bengali in an English class on the students
learning?

Chapter 3.1: Lesson Type

The subjects were taught the lesson "Speech Act". The teacher chose this lesson because
the subjects were well known about the different types of sentences in grammar but
according to their syllabus they did not know about the actions which these different
kinds of sentences play. So the researcher chose this topic for both newness and easiness
according to the level of the subjects.

The topic speech act was taught and tested in following way:
• Giving the purpose of this lesson (5 min)
• Showing the difference between forms & actions played by one utterance
(e.g. "would you mind if I take your leave now?" is a request but in a form of
a question) (5 min)

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 • Explaining the five categories of speech act with examples from real life
situations. (15 min)
• Asking response from the student to have more examples (5min)
• Revising the whole lesson (10 min)
• Test (10 min)
• Questionnaire (10 min)

Chapter 3.2: Subjects

The 43 subjects were chosen from a college of Dhaka city. They all were the students of
Higher Secondary level. This level was chosen because of their curriculum instruction as
it is said that the Communicative Language classes needs to be instructed in English. So
that they possibly would be able to understand the instruction in English. The subjects
were divided into two groups : i) Control group; ii) experimental group.

Control group (25 students):

With this group the teacher used English all the time while instructing the lesson.

Experimental group(18 students):

With this group the teacher used both English and Bengali while instructing the lesson.

Chapter 3.3 : Teacher

The researcher herself taught the lesson, gave the test but supervised the test with the help
of the regular teacher.

Chapter 4.0: Tools

Chapter 4.0.1:Test

10
The researcher used a test to see the effect of her teaching. After teaching the topic a test
was given to the students which was supervised by both the researcher and the regular
teacher. Two tests were given after teaching the lesson in both classes (control and
experimental). These were achievement tests to see how much of the lesson was
understood by them.

Chapter 4.0.2: Questionnaire

Questionnaire was supplied to see the students' attitudes towards the teacher's use of
Bengali in teaching English.

Chapter 4.0.3:Test Battery

Ten multiple choices were set as questions. Three of the questions were notional and
seven were on examples. Ten questions contain ten marks (one mark for each).

Chapter 4.0.4: Scoring Scale

The scoring scale was set by researcher by keeping in mind the class time, topic and
revision time. As the class time and revision time were limited so the researcher divide
the scale in following way:
Score 3-5 : Understood
Score 6-7 : Better understood
Score 8-10: Clearly understood
Here 'Understood' means that the students understood the lesson but they might be
needed more exercises on that so that they could answer at least three of the questions;
'Better understood' means within this limited time the students got the better view of the
lesson so they scored at least 6 out of 10 and 'Clearly understood' means the students
have no confusion about the lesson so that they scored high. Here the researcher just
considered the understanding of the lesson due to the limited class time.

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Chapter 4.1: Data Collection

With the help of the regular teacher, the questionnaire was administrated to the students
(43). All participants received uniform instructions on how to complete the survey. Prior
to completing the survey, they learned that (a) the study was not a test; (b) there were no
right or wrong answers; (c) the responses would be handled with absolute confidentiality.
All the copies were returned.
Two tests were given to two groups with the same test battery. There were three sets of
the same test battery for the validity of the result.

Chapter 4.2: Procedure of Data Analysis

This research primarily used qualitative data and quantitative analysis. The answers from
the questionnaires were counted by hand and the percentage of each choice was
calculated using Microsoft Excel.

Chapter 5.0: Analysis of the data

The analysis of the data are divided into following two ways ( chapter 5.1 and chapter
5.2) :

Chapter 5.1: The analysis of the test results

Test result shows that in the control group among the 25 students 68% of the students
understood the lesson; 24% of the students understood better; 0% of the students clearly
understood. (Fig -1)

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 Fig-1: Result of control group

70

60
50

Percentage of the 40
students 30

20
10

0
Understood Understood better Clearly understood
Rating scale

Test result of the experimental group of 18 students shows that 83.33% of the students
understood the lesson; 16.66% of the students understood better and 0% of the students
clearly understood. (Fig-2)

Fig-2: Result of Experimental group

90
80
70
60
Percentage of the 50
students 40
30
20
10
0
Understood Understood better Clearly understood
Rating scale

So, from the test result it can be said that the more students (83.33%) in the 'experimental
group' understood the lesson than the 'control group' (63%). One of the main reasons may
be the use of Bengali by the teacher which made the lesson easy to understand. As it was
an achievement test so from this result it may be said that the teacher's use of Bengali
helped the students understand the lesson.

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Chapter 5.2:Analysis of questionnaire
To analyze the questionnaire it has been categorized in following way.

Chapter 5.2.1: Categorization of the questionnaire

Frequency of using Bengali by the teachers in teaching English

Table 1 shows that the teachers of the selected subjects sometimes use Bengali in the
English classes. 83.72% of students agreed that answer (of question no 4).

Frequency of a) very often b) Sometimes c)Occasionally d)never

using
Bengali
total 43 43 43 43
No of std 05 36 0 01
% 11.62 83.72 0 2.325
Table 1

Attitude towards using Bengali in teaching English:

Table 2 showed the feedback on attitudes towards teacher's use of Bengali. In the
question no 5 the students were asked whether they like the use of Bengali n an English
class or not and they answered by "yes, I like" or "no, I don't like". So most of the
students like the use of Bengali by the teachers because they think it helps to understand
the meaning of difficult words of lesson.

Attitude towards using "yes, I like" "no, I don't like"

Bengali
No of students 39 04
% 90.69 9.30
Table 2

The effect of always using Bengali in an English class:

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Table 3 indicates that the 58.13% of the students think if the teacher always uses Bengali
in an English class then it lowers the motivation of learning the language.

Effect a) it helps b) it helps to get c) it hinders the d) it lowers the interest to

of learning familiar with learning learn the English
always English language
using language
Bengali
total 43 43 43 43
No of 07 05 05 25
std
% 16.27 11.62 11.62 58.13
Table 3

The effect of always using English in an English class:

In table 4 it indicates that if the teacher always uses English in teaching English then
39.53% of the students think it helps them to get familiar with English language, 25.58%
of the students think that it hinders the learning and 25.58% of the students think that it
motivates the learning. The results is a mixed reaction.

a)it helps b) it helps to get c) it hinders d) it motivates to learn the

learning familiar with the learning English language
English language

total 43 43 43 43
No of 08 17 11 11
std
% 18.60 39.53 25.58 25.58
Table 4

Influence of teacher's use Bengali in an English class:

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67.44% of the students believe that teacher's use Bengali in teaching English facilitates
learning while 25.58% of the students think that it depends on situation. On the other
hand 4.65% of the students believe that it hinders learning and nobody thinks that it has
not any effect on learning . In table 5 the results are shown.

The a) yes, it b) it has a situational c) no, it hinders d) no effect

effect offacilitates Effect
teacher's
use
Bengali
total 43 43 43 43
No of29 11 02 0
std
% 67.44 25.58 4.65 0
Table 5

Situation of students' use of Bengali in the English class:

48.83% of the students use Bengali to express their problem. Very close to that amount
41.86% of the students use Bengali to express problem, to give answer, to ask question
and to express problem as well. Table 6 shows the result:

Situation of a) To ask question b) To give c) To express problem d) All of them

students' use answer
of Bengali
total 43 43 43 43

No of std 1 11 21 18

% 2.32 25.58 48.83 41.86

Table 6
Factors that trigger teacher's use of Bengali in an English class:

Majority (62.79%) of the students think that teachers need to use Bengali in an English
class to explain the meaning to the students. On the other hand only 6.97% of the students

16
believe that to have discussion teacher needs to use Bengali. In Table 7 it shows the other
results:

Factors for a) To explainb) To explainc)To d) To encourage the

teacher's use the meaning new structure have discussion students to speak up in the
of Bengali class
total 43 43 43 43
No of std 27 08 03 04

% 62.79 18.604 6.97 9.30

Table 7

Chapter 6.0: Research findings

The questionnaire and the test both greatly contribute their share to shaping the following
findings:

First, the data from the questionnaire reflects that teachers’ use of Bengali does exist in
an English classroom though the teachers use English as the main medium in practice.
All the students claim that there is the use of Bengali sometimes or occasionally in their
classes. In addition, most the students hold a positive view on teacher’s use of Bengali.

Second, it is harmful to their (students') motivation if a teacher use Bengali whole class.
It lowers their interest to learn the language because they don't feel any other need to
learn English except academic purpose.

Third, majority of the students believe that if a teacher uses English in the English class,
it will help them to get familiar with that language. So it is a positive attitude towards the
use of English in an English class.

Fourth, data from questionnaire identify that sometimes use of Bengali in teaching
English facilitates the learning. It may be in case of explaining the meaning to the

17
students and introducing new structures. So the use of Bengali in an English class has it's
positive effect on learning or understanding.

Fifth, the use of Bengali in an English class has various functions like explaining
meaning, introducing new structure to the students. On the other hand students use this
to express problem, ask question, give answers in the class.

Sixth, the suggestions of the students for the medium of instruction of an English class
seem to have positive attitude toward the teacher's use of Bengali for sometimes. They
believe that if the teacher provides Bengali meaning of the difficult words, it would help
them to learn.

So sometimes teacher's use of Bengali seems to have a beneficial effect on learning in an

English class.

Chapter 7.0: Conclusion and Limitations

The present study is meant to report on an investigation of the general situation of

teacher's use of Bengali in an English class at the higher secondary level of Bangladesh.
It finds that teacher's use of Bengali in an English class is a prevalent phenomenon at
higher secondary level, and that it plays a significant role in English learning process.

The study provides an analysis on the general situation and positive role of teacher's use
of Bengali in an English class at the higher secondary level of Bangladesh. However,
there are admittedly still some limitations which may give some directions for further
studies.

The first limitation relates to the data source. The sample of this paper is relatively small,
as the survey was conducted in one college, involving 43 students. Therefore, it could
not fully represent the whole population of the students. To portray a full picture of

18
English teaching in Bangladesh, teachers and students from more colleges need to be
involved.

Second, the findings of the questionnaires are based on the respondents’ general
perceptions and beliefs about English instruction, not on one definite period. This means
that the respondents may have answered the questions in the questionnaires with
subjective minds.

Third, due to the fact that data collection was restricted, the categories of patterns,
factors, functions of the teacher's use of Bengali in an English class could not all be
covered, and maybe there are other kinds of factors, functions in English classrooms.

Fourth, some variables were not accounted for in this study, such as students’ education
level, gender, personality traits, learning styles or learning motivation, and teachers’
belief, assumptions, etc., which in fact may influence their attitudes towards teacher's use
of Bengali in English class.

This study represents the tip of an iceberg, from which inspirations can be drawn for
further studies. It is thus a preliminary study in the research field of teacher's use of
Bengali in English classes, and there is extensive work waiting for those who are
interested in this field to examine.

Appendix- A
Questionnaire
For Students
Student's Sex:.......................
Class:.........,Group:.................
Time:............, Date:.............
Sub:...................
1) Did you know about the lesson which I have just taught you?

19
a) yes b) no c) sort of

2)Did you understand the lesson after my instruction? Why?

a) yes b) no c) sort of

...............................................................................................................................................
.

...............................................................................................................................................
.

...............................................................................................................................................
.

3) How did you find the language of instruction and why?

a) difficult b) very difficult c) easy d) very easy

...............................................................................................................................................
.

...............................................................................................................................................
.

...............................................................................................................................................
.

...............................................................................................................................................
.

...............................................................................................................................................
.

4) Does your teacher use Bengali while instructing an English class?

a) very often b) sometimes c) occasionally d) never

5) Do you like the use of Bengali used by the teacher in an English class? Why?

...............................................................................................................................................
.

20
...............................................................................................................................................
.

...............................................................................................................................................
.

...............................................................................................................................................
.

6) What happens if the teacher always uses Bengali in an English class?

a) it helps learning b) it helps to get familiar with English language

c) it hinders the learning d) it lowers the interest to learn the English language

7) What happens if the teacher always uses English in an English class?

a) it helps learning b) it helps to get familiar with English language

c) it hinders the learning d) it motivates to learn the English language

8)Does the teacher's use of Bengali in an English class facilitate learning the language?

a) yes, it facilitates b) it has a situational effect

c) no, it hinders d) no effect

9)Why do you use Bengali in the English class?

a) to ask question b) to give answer c) to express problem d) all of them

10) What is your aim of learning English?

a) to speak the language, b) to get good score in the exam

c) it will help me to write, d) all of them

11) When do you think the use of Bengali is necessary in an English class?

a) to explain the meaning b) to explain new structures

c) to have discussion d) to encourage the student to speak up in the class

12) What is your suggestion regarding teacher's use of language to instruct an English
class?

...............................................................................................................................................
.

21
...............................................................................................................................................
.

...............................................................................................................................................
.

...............................................................................................................................................
.
Appendix- B
Test for students
Set-A

Student's Sex:.......................
Class:.........,Group:.................
Time:............, Date:.............
Sub:...................

1. What is the function of the directive utterances?

a)commanding b) requesting c) inviting d) all

2. Which of the following sentences is a representative utterance?

a) "you are going to canteen, right? Bring a Burger for me."
b) " don't trust her ...never... she's a liar."
c) "why don't you join our group?"
d) none of them

3. Which of the following utterances expresses your emotion?

a) "o God I'm feeling so lost..."
b) "she's so beautiful...I've fallen love with her"
c) both a & b
d) "come here, I need to talk to you"

4. Declarative utterances may change---

a) the relation between two people b) the relation between the people and the world
c) the state of one's condition d) all of them

5. When we utter something to make the hearer do something for me/ others then it is a
a) directive b) expressive c) representative d) declarative

6. "aww, I'm really sorry that I couldn't come. Don't worry I'll fix it next time" it is a--
a) commisive utterance b) expressive utterance
c) declarative utterance d) representative utterance

7. 'how are you?' is a--

a) declarative b) representative c) commissive d) expressive

8. "I think he is a good doctor... " what type of utterances is this?

a) expressive b) commissive c) representative d) declarative

9. "she's a good teacher" it is a representative utterance because--

22
a) it suggests something about someone
b) it asserts something about someone
c) both a & b
d) none of them

10. "you have to do it now"--is

a) an order b) a promise c) a request d) an assertion

Appendix- B
Test for students
Set-B

Student's Sex:.......................
Class:.........,Group:.................
Time:............, Date:.............
Sub:...................

1. 'how are you?' is a--

a) declarative b) representative c) commissive d) expressive

2. When we utter something to make the hearer do something for me/ others then it is a
a) directive b) expressive c) representative d) declarative

3. Which of the following utterances expresses your emotion?

a) "o God I'm feeling so lost..."
b) "she's so beautiful...I've fallen love with her"
c) both a & b
d) "come here, I need to talk to you"

4. What is/are the function(s) of the directive utterances?

a)commanding b) requesting c) inviting d) all

5."she's a good teacher" it is a representative utterance because--

a) it suggests something about someone
b) it asserts something about someone
c) both a & b
d) none of them

6 . "you have to do it now"--is

a) an order b) a promise c) a request d) an assertion

7. "I think he is a good doctor... " what type of utterances is this?

a) expressive b) commissive c) representative d) declarative

8. "aww, I'm really sorry that I couldn't come. Don't worry I'll fix it next time" it is a--
a) commisive utterance b) expressive utterance
c) declarative utterance d) representative utterance

9. Declarative utterances may change---

23
a) the relation between two people b) the relation between the people and the world
c) the state of one's condition d) all of them

10. Which of the following sentences is a representative utterance?

a) "you are going to canteen, right? Bring a Burger for me."
b) " don't trust her ...never... she's a liar."
c) "why don't you join our group?"
d) none of them

Appendix- B
Test for students
Set-C

Student's Sex:.......................
Class:.........,Group:.................
Time:............, Date:.............
Sub:...................

1."I think he is a good doctor... " what type of utterances is this?

a) expressive b) commissive c) representative d) declarative

2. "aww, I'm really sorry that I couldn't come. Don't worry I'll fix it next time" it is a--
a) commisive utterance b) expressive utterance
c) declarative utterance d) representative utterance

3. Declarative utterances may change---

a) the relation between two people b) the relation between the people and the world
c) the state of one's condition d) all of them

4. Which of the following sentences is a representative utterance?

a) "you are going to canteen, right? Bring a Burger for me."
b) " don't trust her ...never... she's a liar."
c) "why don't you join our group?"
d) none of them

5. "you have to do it now"--is

a) an order b) a promise c) a request d) an assertion

6. "she's a good teacher" it is a representative utterance because--

a) it suggests something about someone
b) it asserts something about someone
c) both a & b
d) none of them

7. 'how are you?' is a--

a) declarative b) representative c) commissive d) expressive

8. When we utter something to make the hearer do something for me/ others then it is a
a) directive b) expressive c) representative d) declarative

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9. Which of the following utterances expresses your emotion?
a) "o God I'm feeling so lost..."
b) "she's so beautiful...I've fallen love with her"
c) both a & b
d) "come here, I need to talk to you"

10. What is the function of the directive utterances?

a)commanding b) requesting c) inviting d) all

References:

Atkinson, D. (1987). The Mother Tongue in the Classroom: A Neglected Resource? ELT
Journal, 41/4: 241-247

Auerbach, E. (1993). Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27/1:
9-32.

Cook, V. (2001). Using the First Language in the Classroom, in The Canadian Modern Language
Review/La Revue Canadienne des Languages Vivantes, 57/3: 402-23.

Hawks, P. (2001). Making Distinctions: A Discussion of the Mother Tongue in the Foreign
Language Classroom. Hwa Kang Journal of TEFL, 7: 47-55.

Krashen, S.D. (1985). The Input Hypothesis: Issues and Implications. Longman: London and
NewYork.

Miles, Richard. (2004). Evaluating the use of L1 in the English language classroom. Unpublished
manuscript, Centre for English Language Studies Department of English, University of
Birmingham, United Kingdom, Edgbaston, Birmingham. Retrieved from
http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf. 12.12.2010

Mitchell, R. (1988). Communicative Language Teaching: in Practice. CILT: London

Pacek, D. (2003). Should EFL Give Up on Translation? Talk Given at the 11th Annual Korea
TESOL International Conference, October 18th , 2003, Seoul.

Pennycook, A. (1994). The Cultural Politics of English as an International Language. Longman:

London & New York

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Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press: Oxford.

Wringe, C. (1989). The Effective Teaching of Modern Languages. Longman: London & New
York.

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