Use of l1 in english as a foreign language (EFL) learning environments
Main Article Content
Keywords
Compared Pedagogy, English as a Foreign Language, Teacher´s role, L1 and L2 Adquisition, Class observation, Checklists
Abstract
Foreign Languages have been taught through diverse methods and approaches. The teachers’ role has been transformed from the center of the activity to the facilitator of learning. One of the main controversies which arises in this issue is the use of L1 while English as a Foreign or Second Language (L2) is facilitated. Some teachers rely heavily on the mother tongue and others completely proscribe it. The main aim of this work was to analyze the Ecuadorian instructors and learners’ perceptions about the use of Spanish during the English classes in two Universities in Ecuador. In these cases the use of L1 during the instructions by the teachers was compared among the groups. In each group the learners’ perception about the use of Spanish was observed. One part of the population of the study consisted of three English Language Teachers as a Foreign Language. The groups of EFL learners, from Quito and Riobamba were characterized differently in several aspects like: proficiency level, age, social status. An observation checklist was completed by the researchers during all sessions. The instructors and learners who participated in this research were surveyed right after the last observed lesson. The outcome produced from this data collection and analysis will guide teachers to find a better answer about the controversies in the use of L1 during instruction of L2.
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Boris Cadena Murga, Escuela Superior Politécnica de Chimborazo Riobamba
Master in curriculum and instruction Tesl