Rationale
The history of language teaching has seen the development of various methods aimed at facilitating second language (L2) acquisition, leading to ongoing debates about the role of the mother tongue in English classes Over the centuries, attitudes toward this issue have evolved significantly It is widely recognized that effective teaching and learning strategies must be tailored to the diverse needs of learners at different proficiency levels, highlighting the necessity for distinct approaches for beginners compared to 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 benefits advanced learners, beginners often struggle due to their limited vocabulary and understanding of grammar Modern teaching methods emphasize extensive practice and usage 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 grasp lessons conducted in English This raises important questions about the role of the first language in teaching a second language and how it can be effectively integrated into the learning process.
The researcher aims to investigate the influence of the mother tongue on second language acquisition, hoping to identify 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 role of language use in the classroom, specifically examining the impact of the mother tongue, Vietnamese, in teaching English Due to time limitations, the research is limited to first-year non-English major students at Thai Nguyen University, exploring effective strategies for incorporating their native language to enhance English learning outcomes.
This study is important as it offers a comprehensive overview of using 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 their preconceived notions about the mother tongue's role in the classroom Additionally, the study presents practical suggestions for appropriately integrating the first language to minimize any adverse effects on students' learning.
The graduation paper is structured into three main parts: Part 1, Introduction, outlines the rationale, scope, and aims of the study; Part 2, Development, includes four chapters, with Chapter 1 providing the theoretical framework and discussions related to the mother tongue, Chapter 2 detailing the methodology, subjects, data collection instruments, and procedures, Chapter 3 presenting survey results on the use of the mother tongue in English teaching at Thai Nguyen University through student questionnaires, teacher interviews, and classroom observations, and Chapter 4 discussing the implications of these results for English teaching and learning; finally, Part 3, Conclusion, summarizes the main findings, draws conclusions, addresses study 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, highlighting 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 the classroom are expected to contribute significantly to this research.
1.1 Second language use and learning
Learning a second language can be challenging for many learners, especially when the language is seldom used in their daily environment Research indicates that infrequent practice and usage significantly hinder effective language acquisition.
Second language learners experience a developmental sequence in their language acquisition, as noted by Lightbown and Spada (1993) Given that opportunities to use the second language (L2) outside the classroom are limited, it is essential to maximize L2 use through various classroom activities However, it's important to recognize that students have varying levels of competence; some may progress more rapidly than others even within the same classroom Therefore, the language requirements must be tailored to different learners, ensuring that low-level students are provided with suitable and manageable practice While advanced learners can engage with complex language independently, elementary learners need simpler methods for effective language instruction.
In language learning environments where students share a common first language (L1), tasks intended for the second language (L2), such as conversation preparation and writing discussions, are often completed in L1 While many educators may discourage the use of L1 in the classroom, Paul Nation (2003) highlights several justifications for its use Firstly, utilizing L1 can enhance communication, as some learners may lack sufficient proficiency in L2 to articulate their thoughts effectively Secondly, excessive use of L2 by teachers can lead to confusion among shy or low-level learners, resulting in their disengagement from classroom discussions.
1.2.1 Mother tongue or second language?
The acquisition of a mother tongue occurs naturally during early childhood, while second language learning typically happens later in life and is influenced by various external factors Research suggests that individuals with a strong foundation in their first language (L1) can learn a second language (L2) more easily Unlike the instinctive way infants learn their mother tongue, older learners, including schoolchildren and adults, rely on developed cognitive skills, making the process less natural It is crucial to recognize that the knowledge and skills from L1 significantly impact the learning of L2, a concept known as language transfer Historically, many second language teaching methods advocated for minimizing or eliminating the use of L1 in the classroom, but this approach has proven ineffective in practice Lynn Cameron (2001) highlighted the disconnect between theory and practice, suggesting that judicious use of the mother tongue can enhance foreign language acquisition The debate continues over whether L1 should be utilized in foreign language instruction, with many arguing that it aids comprehension While a monolingual classroom emphasizes the exclusive use of the target language, it is a misconception to believe that L2 learners do not think in their mother tongue Critics of L1 use argue that it may hinder students from fully engaging with the target language, advocating for immersive environments to promote quicker learning and fluency Douglas Brown acknowledged the powerful, albeit less visible, benefits of the native language in the learning process and recognized the need to mitigate reliance on it to avoid the "first language crutch syndrome."
The direct use of a second language (L2) in the classroom is often effective for advanced learners, but for low-level students, it can be more ideological than practical Non-native teachers frequently find that relying solely on L2 is challenging, as both English as a Foreign Language (EFL) teachers and learners may struggle without the support of their mother tongue The first language serves as a crucial bridge, enabling learners to transition more smoothly into the new language A solid understanding of their native language enhances communication skills in the second language, making it less intimidating As noted in "Practical Techniques for Language Teaching" by Lewis, while word-for-word translation can be problematic, the first language remains essential in the learning process of a second language.
The level of learners is a crucial factor in determining the use of first or target language in the classroom According to Lynn Cameron, the extent of first language usage depends more on learners' abilities than on teachers' proficiency For instance, in classes with low-level language learners, relying solely on the target language may be impractical The learner-centered approach has long been valued by educators, emphasizing the importance of knowledge retention 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 emphasis of a lesson plays a crucial role in determining the language used in language classes According to Lynn Cameron, the choice of language is influenced by the significance of the content being discussed Moreover, she highlights that incorporating the first language can underscore the seriousness of 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 a sense of alignment with students is crucial, as many English beginners often feel shy and lack confidence when speaking the target language in class This reluctance can lead to passivity and demotivation in learning While some teachers advocate for an English-only policy to immerse students in the language, this approach may only benefit advanced learners who can fully engage with the material For beginners, such a policy can create feelings of disconnection and unfamiliarity Research by Lynn Cameron highlights that a teacher's choice of language reflects their alignment with students, indicating how much they support and connect with them in the learning process.