LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:10 October 2021
ISSN 1930-2940

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The Perception and Practice of L1 in English Classroom

Megersa Bejiga, Tamiru Olana, Ph.D. and Zeleke Teshome, Ph.D.

Abstract

This study aims to investigate grade nine students’ perception and practice of L1 (Amharic and Afan Oromo) in English classroom. The study also examines the extent of the practice, and the relationship between their practice and perception. A descriptive case study design was employed, which involves quantitative type of research method. 180 students were selected, from Goro and Denbela secondary schools, by using simple random sampling technique to fill the questionnaire and participate on the observation. After quantitatively analyzing the gathered data, the following results were received. Students have positive perception towards L1 (Amharic and Afan Orom) use in English classroom. Accordingly, students’ questionnaire result indicated that majority of them agreed, with average mean score of (4, agree), to the statements supporting L1 (Amharic and Afan Oromo) use in English classroom. Comparatively, low average mean score (2.7, between disagreement and neutral) was registered for statements opposing the practice of L1 (Amharic and Afan Oromo) in English classroom. Students’ self-reported classroom practice result pointed at average mean score of 2.23 (sometimes). However, the result from observation, showing the actual classroom practice, revealed that disproportionate amounts of L1 (Amharic and Afan Oromo) use in English classroom was observed, covered (47%) of class time, surpassing desirable amount of L1 suggested by scholars to be appropriate. Students’ incompetence in English language was mentioned as main factor for excessive use of L1. As regards to the relationship between perception and practice, there is no statistically significant difference between students’ positive perception and self-reported practice at [p< .05 level (Pearson coefficient= .362**, p= .000)]. But there is negative correlation (not strongly significant) between students’ negative perception and their self-reported classroom practice at [p< .05 level (Pearson coefficient= -.167*, p= .025)].

Keywords: First language, Perception, Practice, Target language, Ethiopian Schools

Introduction

There is considerable amount of argument about the use of the target language (TL) and first language (L1) in the foreign language classroom. How much target language will make the most of language development? When should first language be used and how often? These kind of questions are appears to be a research area that needs to be researched. There are two ongoing argument regarding should L1 be used or not in English classroom. One side of the argument sees little or no pedagogical or communicative value of L1 for English language acquisition, which promote for exclusive target language (English) use.

Drawing on this notion, (Krashen, 1985) comprehensible input hypothesis argue that exposing learners to extensive periods of comprehensible TL input will ensure mastery of the target language. On their part, (MacDonald, 1993 and Wong-Fillmore, 1985) asserted that TL use will result in increased motivation as students realize the immediate usefulness of TL. Such support for exclusive target language use has led language professionals and teachers to accept target language use as best practice in learning and teaching of second or foreign language.

Challenges to this position of exclusive use of TL have emerged in the research community that questions this perspective. (Macaro, 2000) found that the majority of second and foreign language teachers and students believe that switching between one or more languages in the context of a single conversation is often necessary. Code-switching can be an effective teaching strategy when it is used deliberately to further the students’ TL proficiency by using L1 as a reference point and to help construct knowledge in the TL. This was indicated in (Cook’s, 2001, p. 418) view as L1 is recommended when the cost of the TL is too great and when it assists students’ understanding of particular concepts.

Megersa Bejiga: My grateful thanks are due to
Major Advisor: Tamiru Olana, PhD (Associate Professor)
Co-Advisor: Zeleke Teshome, PhD (Associate Professor)

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Megersa Bejiga
Department of English Language and Literature
Institute of Languages Study and Journalism
Wollega University, Nekemte, Ethiopia
megigreat@gmail.com +251910254559

Tamiru Olana, Ph.D.
Associate Professor
(Corresponding Author)

Zeleke Teshome, Ph.D.
Associate Professor

Department of English Language and Literature Institute of Language Study and Journalism Wollega University, Nekemte, Ethiopia, P.O. box 395
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