Rationale
Throughout the history of language teaching, various methods have emerged to assist learners in acquiring a second language (L2) A significant point of debate has been the effectiveness of incorporating the mother tongue in English classes Attitudes toward this issue have evolved dramatically over the centuries, sparking considerable discussion and controversy It is essential to recognize that diverse teaching and learning approaches are necessary to cater to learners at different levels, as the strategies employed for beginners differ significantly from those used for advanced students.
Many educators believe that fostering a communicative environment is essential for language learners In most 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 the importance of practice and immersion in the target language, which can enhance familiarity and motivation However, at the beginner level, students may lack the necessary language structures to fully grasp lessons conducted 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 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 role of mother tongue, specifically Vietnamese, in teaching English within the classroom setting It examines the impact of using Vietnamese to facilitate English learning among first-year non-English major students at Thai Nguyen University, highlighting the effective integration of the mother tongue in the educational process.
This study is important as it offers insights into the role of the mother tongue in second language instruction, specifically in teaching English The author aims to assist teachers in discovering effective methods for teaching English while challenging existing stereotypes regarding the use of the mother tongue Additionally, the study presents recommendations for appropriately incorporating the first language to mitigate any negative impacts on students' learning.
The graduation paper is structured into three main parts: the Introduction, Development, and Conclusion The Introduction outlines the rationale, scope, and aims of the study The Development section comprises four chapters, beginning with Chapter 1, which establishes the theoretical foundation and includes discussions related to the mother tongue Chapter 2 addresses the methodology, detailing the study's subjects, data collection instruments, and procedures Chapter 3 presents survey results from Thai Nguyen University, analyzing student responses, teacher interviews, and classroom observations regarding the use of the mother tongue in English teaching Chapter 4 discusses these results and their implications for English teaching and learning Finally, the Conclusion summarizes the study's main findings, draws conclusions, acknowledges 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 various 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 can be challenging for many learners, especially when it is seldom spoken in their community Research indicates that infrequent use and practice significantly hinder language acquisition According to Lightbown and Spada, consistent engagement with the language is crucial for effective learning.
Second language learners must navigate a sequence of development, as noted by Lightbown and Spada (1993) To enhance language acquisition, it is crucial to maximize opportunities for using the second language (L2) within the classroom through diverse activities However, it is essential to recognize that students possess varying levels of competence in the target language, leading to differing rates of progress even in the same classroom Therefore, instructional approaches should be tailored to accommodate these differences, ensuring that low-level learners engage with the language in a manner that is accessible and not overly challenging In contrast, advanced learners can handle complex vocabulary and concepts independently Consequently, differentiated teaching strategies are necessary to effectively support learners across the spectrum of language proficiency.
In language learning environments where students share a common first language, tasks intended for the second language (L2), such as conversation preparation and writing, often default to the first language (L1) While many educators may discourage L1 use in the classroom, Paul Nation (2003) highlights several compelling reasons for its inclusion Primarily, utilizing L1 can enhance communication, particularly for learners who lack the proficiency to articulate their thoughts in L2 Additionally, excessive reliance on L2 by teachers may alienate shy or lower-level students, rendering them inactive participants in discussions.
1.2.1 Mother tongue or second language?
The acquisition of a mother tongue occurs naturally in early childhood, while learning a second language (L2) typically happens later and is influenced by various external factors A strong foundation in a first language (L1) can facilitate the learning of a second language, as cognitive and conceptual skills differ between children and adults It is essential to recognize the impact of L1 knowledge on L2 learning, a process often referred to as switching or transforming from L1 to L2 Historically, many L2 teaching methods discouraged the use of L1 in the classroom, but research, including insights from Lynn Cameron (2001), suggests that incorporating the mother tongue may enhance foreign language acquisition While some argue that using L1 can hinder the frequent use of the target language, others believe it aids comprehension and creates a supportive learning environment Douglas Brown acknowledges the powerful facilitating effects of the native language, suggesting that a balanced approach may be more beneficial than a strict prohibition of L1 in language instruction.
The direct use of a second language (L2) in the classroom is often seen as effective, particularly for advanced learners with a strong grasp of the target language However, for non-native teachers instructing low-level students, relying solely on L2 can be more ideological than practical Many EFL teachers and learners find it challenging to teach and learn without incorporating the mother tongue, as it facilitates the transition to using a foreign language Familiarity with the first language is crucial, as it allows learners to feel more comfortable and confident in communication As highlighted in "Practical Techniques for Language Teaching" by Lewis, while word-for-word translation can pose risks, the mother tongue remains an essential resource in the language learning process.
The proficiency level of learners is crucial in determining the use of first or target language in the classroom Lynn Cameron emphasizes that the extent of first language usage should be based on learners' abilities rather than teachers' skills For low-level language learners, relying solely on the target language can be impractical The learner-centered approach, valued by educators, highlights the importance of students' ability to absorb knowledge Consequently, students with varying levels of English proficiency will have different competencies in understanding lesson content, raising concerns about whether low-level learners can effectively comprehend lessons conducted entirely in English.
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 used depends on the importance of the content being discussed Furthermore, incorporating the first language can help convey the seriousness of certain issues, aiding learners in grasping complex concepts This approach is particularly effective 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 alignment with students is crucial, especially for beginners in English who often feel shy and lack confidence when speaking the language in class This reluctance to participate can lead 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 have a solid grasp of the language For beginners, this policy can create feelings of disconnection and unfamiliarity in the classroom According to Lynn Cameron, the choice of language used by teachers can significantly reflect their alignment with students, indicating how supportive they are in the learning process.