INTRODUCTION
B ACKGROUND TO THE STUDY
In the realm of foreign language (FL) teaching, there is ongoing debate regarding the use of learners' mother tongue (L1) in English classrooms Proponents of the monolingual approach contend that foreign language acquisition should mirror the natural process of how infants learn their first language, advocating for minimal or no use of L1 Conversely, supporters of the bilingual approach recognize the beneficial role of L1 in enhancing the learning experience, suggesting that its inclusion can facilitate teaching and improve comprehension This discussion highlights the contrasting perspectives on whether to incorporate or exclude the mother tongue in language education.
The use of learners' first language (L1) in foreign language (FL) classrooms is a topic of ongoing debate This study aims to explore whether incorporating L1 can either hinder or enhance the acquisition of new vocabulary in a second language.
About the positive role of learners’ mother tongue, Weschler (1997), in the introduction of his study, gave an interesting example to indicate the role of L1 (Japanese) in the English classroom:
The teacher addresses his new students with a firm directive: "Class, we are here to learn English Starting today, Japanese is not permitted in this room."
‘English-only’ class.” And it is from that moment, I would argue, that the class is lost (p
Weschler (1997) highlighted the importance of the "timely use of students' first language" in the language learning process While L1 should not be used excessively, its appropriate application can enhance learning As students strive to acquire a foreign language, utilizing various strategies, including their native language when necessary, can facilitate their progress toward achieving fluency in the target language.
The effective use of learners' L1 (first language) can significantly enhance foreign language acquisition, as noted by Damra & Qudah (2012) Teachers must strategically determine when and how to incorporate L1 to maximize its benefits, considering the specific context of their students Crucially, this approach is most beneficial when both teachers and learners share the same L1, as it provides teachers with a distinct advantage in facilitating learning.
The use of learners' L1 in English classrooms presents a contrast to the English-only teaching approach, where students are encouraged to "think in English." However, it remains unclear how students actually process the target language and whether they engage in silent translation Weschler (1997) highlighted that learners often ask themselves, "What does it mean?" and respond using their L1, indicating that L1 inevitably influences English learning He emphasized that the key question is not whether students think in their L1, but to what extent they do so while trying to understand a second language Similarly, Kavaliauskienė & Kaminskienė (2007) noted that most students continue to mentally translate between L2 and L1, underscoring the significance of L1 in EFL contexts Harmer (2007) referred to this mental translation as a "natural part of any language learner's behavior," as learners strive to comprehend a new language through the lens of their existing linguistic knowledge.
The use of L1 in English classrooms is mainly the use of translation from L1 into L2 and from L2 into L1 Translation has an important role in language teaching
3 because language learners use it during their lifetime Carreres (2006) believed that
Translation is often regarded as the fifth language skill, complementing listening, speaking, reading, and writing, as it fosters communication and understanding between individuals (Ross, 2000, as cited in Kavaliauskienở & Kaminskienở, 2007) It serves as a valuable method for learners to compare their target language with their mother tongue, enhancing their grasp of grammar, vocabulary, and syntax (Kavaliauskienở & Kaminskienở, 2007) The authors emphasize that translation activities not only highlight the similarities and differences between languages but also raise learners’ awareness of language transfer, thereby facilitating linguistic development Consequently, utilizing the first language (L1) in the classroom proves to be an effective educational tool.
While recognizing the value of L1 in English classrooms, teachers must be cautious of overusing it, as this can lead to negative effects on learning To effectively balance L1 in the language learning process, educators should consider four key factors: students' previous experiences, their proficiency levels, the stage of the course, and the individual lesson context, as suggested by Atkinson (1993) Research by Kavaliauskienở & Kaminskienở (2007) at Mykolas Romeris University indicates that the integration of L1 can have positive outcomes in English classes; however, the extent of L1 usage should be tailored to the learners' proficiency, with less proficient students requiring more support through their native language.
Excluding or neglecting students' first language (L1) in language classrooms may stem from cultural issues According to Harmer (2007), acknowledging the significance of L1 in the process of learning a second language (L2) is essential, as it plays a crucial role in effective language acquisition.
Even when teachers and students do not share the same first language (L1), discussing L1 and second language (L2) issues in class is crucial, as it encompasses both language and culture Cook (n.d., as cited in Kavaliauskienė & Kaminskienė, 2007) emphasizes that a student's culture is integral to their language, and neglecting their L1 equates to disregarding their culture and identity Excluding L1 from the teaching process is neither scientific nor pedagogical Learning a foreign language involves embracing a new culture, and students should recognize that the values of their L1 are equally significant as those of the L2 As Schweers (1999) noted, L1 helps students appreciate that their mother tongue and cultural values hold equal worth to those of the L2.
This study explores the significance of utilizing learners' first language (L1) in teaching new vocabulary The rationale behind this approach lies in the crucial role vocabulary plays in education, as highlighted by Sedita (2005), who emphasizes that a robust vocabulary is essential for linking background knowledge, expressing ideas, communicating effectively, and grasping new concepts Furthermore, students with extensive vocabularies tend to learn more efficiently, as they can comprehend new concepts more rapidly As linguist David Wilkins aptly stated, “Without grammar very little can be conveyed; without vocabulary, nothing can be conveyed.”
Vocabulary instruction is crucial in language teaching, yet many educators struggle with effective methods due to a lack of confidence (Thornbury, 2002; Bintz, 2011) Various strategies exist for teaching vocabulary, including the use of real objects, actions, gestures, pictures, definitions, and translations Traditionally, translation has been the most common approach for conveying the meanings of new words, often involving the use of learners' first language (L1) in the process.
P ROBLEM STATEMENTS
The researcher has been an English learner and an English teacher in several foreign language centers in Vietnam And the researcher sees that in most foreign
In Vietnam, English teachers are encouraged to minimize the use of Vietnamese (L1) in classrooms, promoting English as a genuine means of communication rather than merely a subject to study During a study at the Vietnamese American English Foreign Language Center (VAE Center) in Ho Chi Minh City, it was observed that teachers were advised to employ the Direct Method, emphasizing monolingual lessons Despite official guidelines advocating for limited L1 usage, many teachers continued to frequently utilize Vietnamese, particularly when teaching English vocabulary, highlighting a gap between recommended practices and actual classroom behavior.
Teachers at the VAE Center may rely on L1 when teaching English vocabulary for several reasons The primary textbooks, Streamline English Departures and Streamline English Connections, provide Vietnamese meanings for vocabulary, while other elementary-level materials use illustrations instead Despite this, the center's principal has noted that teachers often use excessive Vietnamese to explain word meanings, even when definitions are available in the books This suggests that the meanings in the textbooks may not be sufficiently clear for students Ultimately, teachers may use L1 to enhance student comprehension or streamline the vocabulary teaching process, reflecting their individual teaching strategies.
At VAE Center, teachers are strongly recommended to maximize the use of English in the classroom According to the Headmaster, all English classes should be
At this center, there is a rule promoting "English-only" communication; however, compliance among teachers is minimal Weschler (1997) raised a pertinent question regarding the effectiveness of an English-only approach, to which he affirmed its potential success under specific conditions, such as ample time, limited goals, and appropriate circumstances The researcher, having worked at this center for several years, observes that teachers often lack sufficient time to implement these conditions effectively.
Teachers face the challenge of delivering a fast-paced curriculum focused on essential exam preparation They are tasked with achieving multiple goals, such as ensuring students pass their exams with high marks, developing their English speaking skills, and maintaining an English-only environment in the classroom Balancing these expectations can be quite demanding for educators.
A study by Bouangeune (2009) from the National University of Laos revealed that utilizing learners' first language (L1) in vocabulary instruction significantly enhances word retention among elementary English learners While many English educators often overlook the importance of L1, believing that English should be taught exclusively in English for maximum exposure, Bouangeune's research demonstrated that incorporating L1 leads to improved retention of new vocabulary in both isolated and contextual settings This improvement is attributed to the clarity of definitions and explanations provided in the learners' native language, which aids in better memory retention.
This study aims to explore the use of the Vietnamese language in teaching English vocabulary to elementary-level learners within the Vietnamese context Previous research, including Bouangeune’s (2009) findings, supports the notion that using a learner's first language (L1) can be beneficial for those with low proficiency in the target language, as emphasized by experts like Auerbach (1993) and Nation (2001) Despite recommendations against it, many educators continue to incorporate Vietnamese in their English vocabulary instruction This research seeks to understand the reasons behind this persistent use of L1 in teaching practices.
A IM OF THE STUDY
The aim of the present study is to investigate the use of Vietnamese language in teaching English vocabulary to elementary level learners The researcher will try to
This study aims to explore the impact of learners' first language (L1) on teaching English vocabulary to elementary students in Vietnam It will examine the frequency of L1 usage by teachers, the rationale behind its use in vocabulary instruction, and students' perceptions of L1 in the learning process The research will specifically focus on three key areas: (1) assessing the extent to which teachers incorporate L1 in their teaching methods.
(2) examining the factors which influence the teachers’ decision to use the L1; and (3) finding out whether the students felt satisfied with their teacher’s way of using L1.
R ESEARCH QUESTIONS
This study aims at answering the following questions:
1) To what extent is L1 used in teaching English vocabulary to elementary learners?
2) What are the rationales for the teachers’ use of L1 in teaching English vocabulary to elementary learners?
3) What are the learners’ attitudes towards the way they learn English vocabulary with L1?
S IGNIFICANCE OF THE STUDY
The article examines the role of L1 in vocabulary teaching, discussing its principles, advantages, and disadvantages in the context of teaching L2 vocabulary It highlights the dual impact of the Vietnamese language on English vocabulary instruction, suggesting that teachers may have varying opinions on incorporating L1 in their teaching methods for elementary learners Despite the availability of modern classroom resources that enhance vocabulary instruction, the use of L1 remains beneficial for helping students grasp the meanings of new words and preventing misunderstandings that may arise from exclusive use of English.
Because the issue of using learners’ mother tongue in the classroom is still controversial in the world, especially its use in teaching vocabulary to elementary
Research on English language learners in Vietnam is limited, highlighting the need for a comprehensive study to understand the current educational landscape The findings from this research could inform the development of effective English teaching programs in elementary schools and language centers Ultimately, this study aims to enhance the overall quality of foreign language instruction, with a particular focus on improving English vocabulary teaching.
A SSUMPTION OF THE STUDY
This study emphasizes the importance of maximizing English usage in language classrooms, advocating for both teachers and learners to communicate primarily in the target language Nevertheless, it acknowledges the necessity of incorporating the first language (L1) to enhance understanding and facilitate the learning process, as highlighted by Harmer.
In 2007, it was emphasized that recognizing the importance of the first language (L1) is crucial in the process of learning a second language (L2) The impact of L1 can be beneficial when utilized appropriately in specific contexts.
The use of 'English-only' approaches in teaching can be time-consuming and may complicate the understanding of vocabulary meanings for learners of a second language (L2) This study aims to provide evidence that learners' first language (L1) can aid in the teaching of L2 vocabulary, potentially saving time and enhancing the learning process Regardless of whether the findings indicate a positive or negative impact of L1 on L2 vocabulary acquisition, they will significantly contribute to foreign language (FL) teaching methodologies Given the limited research on the role of L1 in teaching English vocabulary to elementary learners, particularly in the Vietnamese context, this topic warrants further exploration.
S TRUCTURE OF THE STUDY
This study is structured into five chapters: Chapter 1 introduces the thesis, outlining the background, problem statements, purpose, and significance of the research Chapter 2 reviews pertinent literature on the use of L1 in teaching, discussing its advantages and disadvantages in EFL classrooms, as well as vocabulary teaching techniques Chapter 3 details the methodology employed to gather data for addressing the research questions Chapter 4 analyzes the data collected through classroom observations, questionnaires, and interviews, discussing the findings Finally, Chapter 5 concludes the study with key insights and implications.
9 conclusions of the study, the limitations of the study, and recommendations for further research After those five chapters, there are also the references and the appendices
LITERATURE REVIEW
D EFINITION OF TERMS
There are some terms which were used in the present study, namely vocabulary teaching, L1, L2, and elementary level learners These terms are defined as follows
In the current study, effective vocabulary teaching encompasses explaining the meanings of new words, including their spoken and written forms, various meanings, parts of speech, pronunciation, grammatical structures, and contextual usage in both British and American English Vocabulary instruction aims to facilitate learners' understanding of vocabulary items, which can be selected from recommended textbooks or identified during classroom lessons by either teachers or students This includes addressing words that learners inquire about or those that educators wish to emphasize, encompassing both active and passive vocabulary.
In the present study, the L1 is Vietnamese language It can be termed the first language, the mother tongue, or the native language of the learners and the teachers
In this study, these terms are meant to be synonymous and they are used interchangeably Both Khati (2011) and Dujmović (2014) said that the three terms
The terms 'mother tongue', 'first language', and 'native language' are often used interchangeably, although there may be instances where they carry distinct meanings In this context, all participants, both teachers and learners, are Vietnamese, and thus Vietnamese is identified as their mother tongue The second language (L2) primarily refers to English in this study, although it can also denote other languages in prior research.
According to Harmer (2007), students are categorized into three levels: beginner, intermediate, and advanced, with elementary learners falling between beginner and intermediate In Vietnam, this elementary level is referred to as Level A At this level, learners at the VAE Center study primarily using the textbook "Streamline English Departure" by Hartley & Viney (2010) and the first half of "Streamline English Connections" (2013) Upon completion of the course, students must pass a final exam administered by the Ho Chi Minh City Department of Education & Training, which assesses their writing, reading, listening, and speaking skills The writing and reading components are combined into a 90-minute test, while the listening test lasts 30 minutes, and the speaking assessment involves a 5 to 7-minute conversation between the examiner and the student At this level, learners can engage in basic communication, covering topics such as personal identification, home life, education, future careers, and leisure activities.
At VAE Center, elementary learners must complete approximately 480 sessions of English instruction, spanning around twenty months, before they are eligible to take the exam According to the center's regulations established in 2016, the prescribed textbooks for teaching at the elementary level include Hartley & Viney (2010).
(2013); Cambridge ESOL (2011); Cambridge ESOL (2013); Thompson & Simmons (2009); Driscoll (2009); Simmons (2010a); and Simmons (2010b).
T HEORETICAL FRAMEWORK FOR THE STUDY
2.2.1 The role of L1 in teaching methodology
To understand the role of a learner's L1 in EFL classrooms, it's essential to examine the basic teaching methods employed by English instructors According to Foley (2012), diverse approaches to teaching and learning English exist globally, with five traditional methods highlighting the evolving role of L1 in L2 instruction These methods include the Grammar-Translation Method, Direct Method, Audio-Lingual Method, Total Physical Response, and Communicative Language Teaching Each method reflects varying attitudes toward the use of L1, ranging from acceptance to prohibition, illustrating the significant shifts in L1's role throughout the history of L2 teaching.
The Grammar Translation Method (GTM), established in the 1800s, was primarily used to teach foreign literature and classical languages like Latin and Greek (Larsen-Freeman, 1986) This method emphasizes the use of the learners' first language (L1) as the main tool for acquiring the target language, with grammar and vocabulary taught through translation Lessons predominantly utilize L1 and translation techniques, where the mother tongue serves as the standard medium of instruction, grammar points are practiced through sentence translation, and vocabulary is memorized from bilingual lists (Klapper, 2006).
The Direct Method (DM), introduced in the early 1900s, prohibited the use of the first language (L1) in teaching and learning a second language (L2) This approach emerged as learners aimed to achieve a new goal: to effectively communicate in the target language.
The Direct Method (DM) emphasizes that language acquisition occurs through experiential learning, as noted by Klapper (2006) This approach relies on demonstrations and visual aids to convey meaning, while prohibiting the use of the mother tongue (L1) in foreign language classrooms, a stance supported by Larsen-Freeman (1986).
Emerging in the 1940s, the Audio-Lingual Method (ALM) shares similarities with the Direct Method (DM) due to its focus on oral communication However, while the DM prioritizes vocabulary acquisition through contextual exposure, the ALM emphasizes the practice of grammatical sentence structures through repetitive drills.
In 1986, it was emphasized that vocabulary and structural patterns should primarily be taught through the repetition of dialogues, aiming to enable students to effectively use the target language in everyday conversations This method permits limited use of the learners' first language (L1) and allows for translation when necessary to support the learners' understanding.
Total Physical Response (TPR), developed in the 1970s, prioritizes learners' comprehension before encouraging spontaneous speech, mirroring how infants naturally acquire their first language This method emphasizes listening, allowing learners to absorb the language in a low-stress environment, which helps reduce anxiety and boost self-confidence While L1 translation is permitted for initial introductions to TPR, its use diminishes significantly thereafter, promoting immersion in the target language.
Since the 1980s, Communicative Language Teaching (CLT) has emphasized the importance of both linguistic and communicative competence for learners This method promotes the use of engaging activities like games, role plays, and problem-solving tasks to facilitate genuine communication in the target language Authentic teaching and learning materials are essential, and while the use of the first language (L1) is accepted, it should be limited to appropriate contexts The goal is to ensure that learners recognize the target language (L2) as a practical tool for communication rather than merely an object of study (Larsen-Freeman, 1986).
The role of L1 (first language) in language classrooms has garnered increasing attention, with various studies exploring its impact on L2 (second language) teaching (Kieu, 2010) Researchers remain divided on the benefits of L1 usage; while some argue that it can foster dependency on the mother tongue and hinder target language acquisition, others contend that it can facilitate learning by allowing teachers to clarify complex vocabulary and concepts more effectively.
The use of L1 in the English classroom has both advantages and disadvantages
The effective use of the mother tongue (L1) in English as a Foreign Language (EFL) classrooms hinges on the timing and quantity of its application, as noted by Khati (2011) Voicu (2012) emphasizes that the challenge lies not in using L1, but in determining the appropriate moments and methods for its use For teaching English vocabulary to elementary learners, it is crucial for teachers to maximize the use of the target language, enabling students to understand its practical application beyond mere academic learning Initially explaining words in English, supplemented by visual aids and other techniques, allows for a more immersive experience, while L1 should be employed selectively based on the teacher’s approach Ultimately, L1 plays a dual role in foreign language teaching, offering both advantages and disadvantages.
2.2.2 Positive roles of L1 in FL classrooms
L1 could be seen as a very effective tool to help facilitate FL learning Vygostky
According to Manara (2007), L1 serves as a valuable tool for students to comprehend and reflect on the structures, content, and meaning of L2 texts This cognitive connection allows learners to engage more deeply with their studies, utilizing their existing L1 knowledge to enhance their understanding of new vocabulary Consequently, prior knowledge of L1 plays a crucial role in facilitating the acquisition of L2 vocabulary, as it acts as a linguistic schema that learners can leverage in their language learning process.
Linguistic schema refers to the knowledge stored in memory that aids in processing new information, particularly in language learning This existing knowledge allows learners to acquire new vocabulary more easily by referencing their prior understanding of their first language (L1) According to Voicu (2012), when confronted with new information, individuals instinctively seek similarities with what they already know Consequently, learners often draw upon their L1 knowledge, consciously or unconsciously, when encountering unfamiliar words This insight suggests that educators can effectively incorporate students' mother tongues into the vocabulary teaching process, enhancing comprehension and retention.
According to Piaget (as cited in Schcolnik, Kol, & Abarbanel, 2006), learning occurs through three key processes: assimilation, accommodation, and equilibration Assimilation involves collecting and classifying new information by integrating it into existing schemas, while accommodation requires adjusting these schemas to accept new or contradictory information Equilibration represents a balanced state in the learner's mind, free from contradictions For instance, when learners encounter a new word, they classify it and incorporate it into their prior L1 knowledge, highlighting the importance of their L1 schema in vocabulary acquisition Piaget (as cited in Pritchard & Woollard, 2010) emphasizes that learners utilize their cognitive structures to interpret their environment, assimilating new information only as far as their existing schemas allow Therefore, leveraging learners' L1 in teaching L2 vocabulary is essential in foreign language classrooms.
Time-saving is a crucial consideration for English teachers in language classrooms, and the use of L1 (first language) significantly contributes to this efficiency One key advantage of incorporating L1 in the classroom is its potential to save valuable instructional time.
In language instruction, teachers often utilize translation to maximize limited classroom time when explaining vocabulary Khati (2011) notes that using the first language (L1) allows for quick and accurate translations of English words, which can be more time-consuming to explain in English Similarly, Voicu (2012) argues that providing direct translations for new vocabulary items can be more efficient than lengthy explanations in the target language For instance, when teaching the word "horse" to Vietnamese students, employing visual aids or offering a direct translation can enhance understanding.
V OCABULARY TEACHING
2.3.1 How many words are there in English and how many do teachers need to teach?
The question of how many words exist in the English language and how many should be taught to learners is a common concern for English teachers According to McCarten (2007), it is nearly impossible to determine the exact number of words, as new ones are continually being introduced She suggests that learners require approximately 2,000 to 5,000 words to comprehend 80% to 88.7% of an average text, indicating that a foundational vocabulary of over 2,000 words is essential for most learners Consequently, English teachers must prioritize high-frequency words to effectively teach vocabulary, making critical decisions about both the teaching methods and the specific words to include in their curriculum.
Schmitt & McCarthy (1997) highlight the challenges of defining vocabulary due to its ever-evolving nature, with new words emerging and others becoming obsolete They emphasize that, despite the vast number of words in a language, only a small subset is commonly used Mastery of these essential content words enables learners to comprehend written and spoken texts effectively Furthermore, they note that knowing approximately 2,000 words allows learners to understand about 80 percent of the vocabulary in a typical text, equating to one recognizable word in every five.
To effectively teach vocabulary, educators should prioritize around 3,000 high-frequency words, as these are essential for learners' understanding of the language Teachers are advised to focus on these high-frequency words during class time, while low-frequency words can be addressed later It is the teacher's responsibility to identify which words are high-frequency and to select appropriate teaching techniques based on the students' proficiency levels and lesson objectives.
2.3.2 What do teachers need to teach about vocabulary?
When teaching vocabulary, it's essential for teachers to go beyond simply providing definitions and examples According to McCarten (2007), educators should consider nine important factors to enhance vocabulary instruction This comprehensive approach includes understanding the parts of speech and contextual usage, which can significantly aid learners in grasping new words effectively.
1) The meaning(s) of the words
2) Its spoken and written forms
3) What “word parts” it has (e.g., any prefix, suffix, and ‘root’ form)
4) Its grammatical behavior (e.g., its word class, typical grammatical patterns it occurs in)
6) Its register (e.g., words have specific meanings in specific contexts.)
7) What associations it has (e.g., words that are similar or opposite in meaning)
Thornbury (2002) emphasizes that when students acquire new vocabulary, understanding both its form and meaning is essential These two fundamental aspects are crucial for English teachers to consider when introducing new words However, an important consideration is the order in which these factors are presented to students.
Thornbury (2002) highlights that both presenting meaning before form and vice versa are effective teaching strategies Introducing meaning first can generate a need for understanding the form, while leading with the form may be beneficial in contexts where learners independently seek the meaning.
Effective vocabulary teaching involves systematic methods to assist learners in mastering new words According to Scrivener (2011), this process encompasses four key stages: encountering new lexical items, practicing their usage, memorizing them, and recalling them for application Importantly, vocabulary instruction extends beyond merely introducing words; teachers must ensure that students fully understand, practice, and retain these words for future use Thus, the role of educators is crucial in guiding students through the entire vocabulary learning journey, from initial exposure to confident application.
Teaching vocabulary involves a variety of techniques, with no single method suitable for every situation According to Schmitt (2008), the effectiveness of vocabulary instruction hinges on factors such as learner type, word selection, and the educational system Generally, vocabulary can be taught through two primary approaches: the direct (or explicit) method, which utilizes equivalent translations, and the indirect (or implicit) method, which exposes learners to words in authentic contexts (Carter & Nunan).
2001) In particular, there are several ways or techniques for teaching vocabulary through teaching history The following glimpse of vocabulary teaching methods indicates the diversity
Traditionally, teachers introduce vocabulary by first explaining the meanings and then allowing students to practice using those words According to Scrivener (2011), this common approach consists of two main stages: presentation and practice During the presentation stage, teachers provide cues, images, or information to elicit the target words from learners, ensuring effective engagement and understanding.
To ensure effective vocabulary acquisition, it's crucial for educators to confirm that students comprehend word formation, meanings, and usage This traditional teaching method involves initially explaining new words in detail, followed by practice through repetition and dialogues By adopting this approach, teachers facilitate learners' ability to use vocabulary in real-life contexts.
Doff (1988) proposed various vocabulary teaching techniques, some of which exclude the use of learners' L1 These methods include clearly articulating the word and writing it on the board, having the class repeat the word in unison, illustrating the meaning through drawings, providing English examples of the word in context, and asking questions that incorporate the new vocabulary However, Doff also introduced two techniques that permit the use of the learners' L1: translating the word into the students' native language and encouraging students to translate the word themselves In these latter approaches, both teachers and students engage with the L1.
Harmer (1991) proposed various techniques for presenting new vocabulary, including realia, pictures, mime, action, gesture, contrast, enumeration, explanation, and translation Notably, translation, which utilizes learners' mother tongue, was mentioned last due to its limitations While it offers a quick and easy method for conveying word meanings, Harmer identified two significant drawbacks: the challenge of finding equivalent words across languages and the hindrance it poses to learners' interaction with the vocabulary they are acquiring.
According to Harmer (1991), 'Realia' refers to the practice of teachers bringing tangible objects into the classroom to aid in teaching vocabulary, allowing them to hold or point to the object while stating the corresponding word Additionally, 'Pictures' involves the use of visual aids, where teachers can either draw illustrations on the board or bring in images to clarify meanings.
In 1991, a teaching technique was developed that integrates mime, action, and gesture to effectively teach action words This approach includes 'contrast,' where teachers illustrate a word's meaning by comparing it with its antonym; 'enumeration,' which involves providing a general term followed by a list of specific related words; and 'explanation,' where teachers clarify the meanings of vocabulary items The author highlighted that these techniques can be utilized individually or in combination for enhanced learning.
Celik (2003) emphasizes that teaching new vocabulary can effectively utilize methods such as realia, pictures, mimicry, contrast, enumeration, explanation, and translation While these approaches align closely with those presented by Harmer (1991), Celik opts for the term 'mimicry' instead of 'mime, action, and gesture.' Furthermore, Celik acknowledges that, despite its less frequent use, translation remains a valuable tool endorsed by many professionals for teaching L2 vocabulary By incorporating the first language (L1) in the learning process, learners can create meaningful connections among related concepts As noted by Celik, this strategy allows learners to link native vocabulary items with English words, enhancing their understanding of the language (p 363).
L EARNERS ’ ATTITUDES TOWARDS L1 USE IN L2 VOCABULARY TEACHING
Numerous studies have highlighted the benefits of a bilingual approach in English classrooms, with Nazary (2008) noting a shift towards utilizing learners' L1 as a valuable learning tool, leading to decreased support for an English-only policy Research has explored the diverse attitudes of both teachers and learners regarding the role of L1 in L2 instruction, particularly in areas such as grammar, vocabulary acquisition, comprehension checks, anxiety reduction, and motivation This section specifically examines learners' positive attitudes towards employing L1 in teaching L2 vocabulary, emphasizing its effectiveness in clarifying the meanings of new words.
Table 2.5: Synopsis of data of learners’ attitudes towards the use of L1 in teaching L2 vocabulary
No Previous studies Learners support
1 Schweers (1999) 86 Help define new vocabulary items
2 Tang (2002) 69 Help define new vocabulary items
3 Sharma (2006) 64 Help define new vocabulary items
60 Help them understand the new vocabulary items better
5 Alshammari (2011) 54.6 Explain new vocabulary words
37.2 Identify the meaning of new vocabulary words better
- Help understand the meaning of new words
8 Afzal (2013) 66 Help define new vocabulary items
55 Help understand new vocabulary items better
9 Jan, Li, & Lin (2014) 76.9 Define new vocabulary terms
10 Dujmović (2014) 90 Help define new vocabulary items
70 Help understand new vocabulary items better
Table 2.5 indicates that the majority of learners in the referenced studies held positive attitudes towards incorporating their mother tongue in L2 vocabulary instruction Specifically, Jan, Li, and Lin (2014) found that 76.9% of student participants believed it was suitable for their teacher to use L1 (Chinese) to clarify new vocabulary terms Consequently, the authors concluded that students generally favored the use of L1 in English classes to enhance understanding of meanings.
A study by Mahmutoğlu & Kicir (2013) revealed that student participants favored using their mother tongue (L1) to comprehend new words They preferred to utilize L1 in specific situations, particularly when inquiring about word meanings Overall, learners expressed positive attitudes towards L1, highlighting its role in defining, explaining, identifying, translating, and enhancing their understanding of new vocabulary.
Table 2.5 reveals that two studies indicate a low percentage of students supporting the use of L1 in teaching L2 vocabulary Nazary (2008) found that only 18% of elementary students agreed on using L1 for explaining new words, although 68% believed it should be used for translation Similarly, Mirza, Mahmud, & Jabbar (2012) reported that only 21.6% of students deemed L1 necessary for teaching new vocabulary in English classes In contrast, Mahmutoğlu & Kicir (2013) did not provide specific percentages, but noted that students generally felt L1 should be used to aid comprehension of new words Overall, among ten studies summarized in table 2.6, only two showed percentages below 50%, while the majority reflected positive learner attitudes towards L1 usage in vocabulary instruction.
Previous studies have not thoroughly examined learners' attitudes towards the use of L1 in vocabulary instruction Generally, participants favored their teachers' use of L1, with support ranging from 18% in Nazary's (2008) study to 90% in Dujmović's (2014) research Learners felt that L1 facilitated a better understanding of new vocabulary However, the studies lacked insights into the specific reasons behind learners' preferences or aversions to their teachers' use of L1 in vocabulary teaching.
The study explored the use of L1 in vocabulary learning, focusing on participants' preferences and experiences It examined situations where they favored or opposed using L1, assessing its effectiveness in acquiring new vocabulary Additionally, the research highlighted the disadvantages encountered when learning new words through L1.
C HAPTER SUMMARY
Chapter 2 emphasizes the importance of incorporating learners' mother tongue (L1) in teaching second language (L2) vocabulary, highlighting the connection between L1 and L2 as a linguistic framework for vocabulary acquisition While over-reliance on L1 can have negative effects, its strategic use is beneficial for vocabulary explanation Various reasons and techniques support the effective use of L1 in vocabulary instruction, and previous studies indicate that learners generally have positive attitudes towards L1 usage, reinforcing its necessity in explaining new vocabulary items.