second article review
Re-examining the role of L1 in the EFL classroom
The use of L1 in the EFL classroom in Unites States of America (USA)has some potencial benefits in students’ perception. In many institutions from USA prohibited the use of L1 in the classrooms. The use of mother tongue in USA is controversial mainly because the way teachers were trained. However, the use of L1 as a support, gives more benefits to the students than do not use it; since using L1 in the classrooms is part of the process. The main benefits for students level 1 could be; reduction of anxiety, helping students in the collaborative tasks and the easier learning language. Which is students’ perception about potential benefits of the use of L1 in their classrooms?
To show student´s perception for this study were taken 124 Arabic students from three different levels. In addition, in each of three levels were beginners (level1), intermediate (level 2) and advanced (level 3). For this purpose were applied a survey and an interview. The survey had in total 124 questions combined with closed and open ended questions. Some others were through likert sacale; being one strongly agrees and five strongly disagree. This survey was asked to the students by saying to them about the anonymity of their answers. A second way to collect data was through a semi-structured interview. The purpose of this interview is to complement the mixed method approach. This interview was made to the head of English as a Foreign Language to determine what his personal thoughts were on the topic. They found that students at the lower levels were perceptive of potential benefits of use L1 in their classroos. Mouhanna (2009), “Easily describe what I want to talk about and understand what the teacher wants” (p.13) in other words, students from lower levels agree that the use of L1 in English classrooms help them to learn and understand better second language that they are learning. It showed a higher preference at using L1 in the second language learning. Students argued that the use of L1 had two main purposes of translating unfamiliar vocabulary and complex grammatical structures (Mouhanna, 2009).
The relevance of this article is because the researcher found and show relevant information. Hence, they say that students prefer use L1 in their classrooms in order to understand better the concepts from L2. At time to compare this article with other called “On native language intrusions and making do with words: linguistically homogeneous classrooms and native language use” Both say that using L1 in classrooms students from L1 move toward and comprehend tasks more quickly (Matti oli, 2010). To comprehend better the information from the article, it contains method, participants, data collection, findings, conclusion and references. Besides this article is clear and concise, also is very understandable.
This research shows how students can take advantage about the use of L1 in their classrooms. It will help them to learn better by using both languages.For example structures; when teacher explain in English students translate the structure in order to catch better the meaning. They will obtain more benefits, because at the end they are learning in their own rhythm. If there is an easy way to do it, it will be better for them. Since, lower levels needs more L1 support, it allows learners to sustain verbal interaction. Tthis research really do not match with my action research, because this article shows how students will get benefit to use L1. On the contrary, my action research will talk about on how teachers could stop students speaking L1 in their classrooms. But this research will help other researcher to find a good answer on this topic. Most of the teachers believe that they should not use L1 in their classrooms because student will become accustomed to this, but they are able to tried some new things.
Mouhanna, M. (2009). Re-examining the role of L1 in the EFL classroom. UGRU journal, 8, 1-19.
First article review
First and second language knowledge in the language classroom
This article contains positive results of use cross-linguistic awareness in the classrooms. In this study of first and second language knowledge in the language classroom, they describe how in the last decades, teachers avoid the use of L1 in teaching L2 in classrooms due to they were instructed as educators under the ideas of Krashen. According to, this
author’s idea,Discuss concepts. You do not need to mention the author's name. teachers have to “use the language to teach language.” Horst, M., White J. and Bell, P. (2010) Nowadays, teachers prevent use L1 in their L2 classrooms , Review comma usage. because they think that if they do once, they will do forever. However, these authors mention in their research “the idea that such cross- linguistics connections are useful and worth making is intuitively appealing.” Horst, M., White J. and Bell, P. (2010). See APA on how to cite. “First and second language knowledge in the language classroom.” International journal of bilingualism, 14(3), 331-349. How authors proof benefits for students learning by applying cross-linguistic awareness in classroom leaning?
For this study, authors mention the participants and context where they proofed the positive result such cross- linguistic connection. For instance, researchers chose two teachers from Quebec. Both teachers were native speakers of the languages they use in their classrooms. But they have to dip into the use of two languages, in order to remain the students previous knowledge (in their native language; French). Researches Countable or non-countable?asked both teachers to implement the use of cross-linguistic awareness in a school from Montreal Quebec as a trial basis; in two classrooms with 48 students from France. To demonstrate, the effectiveness, researchers videotaped 69 hours the two teacher classes, also they were collecting evidences on the fly. The authors conclude that implementing a CLA in the classrooms, will benefit students with demonstrable advantages for learners since they can find a useful link to new information that they already know.
This article is relevant because the authors mention the importance on how teachers make connections between cross-linguistic awareness in order to improve students’ learning. “In this article we argued that raising cross-linguistic awareness is a viable pedagogy with demonstrable advantages for learners” Horst, M., White J. and Bell, P. (2010). See APA. Besides, comparing this article, with other called “starting age and L1 and L2 interaction” University of Zagreb. (2010) ??. This is well written and very clear, it has all the necessary to understand the information; it contains method, participants and context, data collection, findings, discussion conclusion and references. And this is a qualitative article. This article has all the information needed to achieve the topic. In the same way, the authors researched all the information they present in the article step by step.
This kind of research means a lot for educational readers, it provides the importance of connect CLA to improve students’ learning. But teachers are afraid to use L1 in their classrooms, because they do not know how apply it and neither the importance it has for students. By the way, this is a good topic to write a thesis, because authors mention they are glad to hear pedagogy gives the validation it deserves, and this is a good way to do it. Also teachers have to proof new things and avoid old beliefs.
References (Check APA regarding your references below.)
Horst, M., White J. and Bell, P. (2010). “First and second language knowledge in the language classroom.” International journal of bilingualism, 14(3), 331-349.
University of Zagreb. (2010). “Starting age and L1 and L2 interaction.” International journal of bilingualism, 14(3), 303-314.
Xiao, Y., dong. W. and Busnengo, F. (2010). Reactive force fields for surface chemical reaction: a case study with hydrogen dissociation on Pd surfaces. The journal of chemical physics, 132 (1), 014-704.
Marceli, M., wiedenbeck, S., and Abels, E. (2010). The internet public library: an exploratory field study on user perceptions. Information technologies and libraries, 30 (1), 16-23.
(Action research) Guiffrida, D., Douthit, K., Linch, M., and Mackle, K. (2011). Publishing action research in counseling journals. Journal of counseling and development, 89 (3), 282-287.
(literature review) Scheel, T., Pruitt, R. and Jhonson, L. (2011). What do we know about education Asia ESL nursing students? A literature review. Nursing education perspectives, 32 (4), 244-249.
(Research paper) Liu, S. and Zhang, L. (2011). A comparative study of the use of verbs in medical research papers written by Chinese and Anglo-American researchers. Us-China foreing language, 9 (6), 364-370. Retieved from EBSCOhost