Chart 1. 69 3. 66 0. 130 PN vs SW 0. According to N. J. Ross (2000), if students are aware of the differences, language interference (transfer) and intervention from their own language are likely to be reduced. Of all the world’s languages, English has the richest vocabulary. However good the students are at comprehending authentic reading or listening materials, the majority keeps mentally translating from L2 into L1 and vice versa. uk/talk/vote/vote15_mothertongue. In general, however, the longer a child is able to learn in and through his or her mother tongue(s) the greater the educational benefits that can be expected. The ultimate analysis of re-translated texts by students and teacher’s feedback allow to raise learners’ awareness of vocabulary, grammar, style, and language transfer. Questionnaires in Second Language Research. 74 1. The amount of time spent in L2 environment was 4 hours per week for 2 semesters, which amounts to about 130 hours of English instruction. English Teaching Forum 37 (2), 6-9. With the English learners, we have used a number of activities that are beneficial for their linguistic development. 1 0. In a steady process the students at different level foster linguistic, cultural and intellectual vigor. The Practice of English Language Teaching. The findings demonstrate that all learners need a support of mother tongue in English classes, but the amount of the native language needed depends on students’ proficiency in English. ELT Journal 56 (1), 68 -70. The former reason implies that the students would be motivated to think more about appropriate equivalents in their own languages and the latter one, of course, emphasizes the importance of cultural diversities and tolerance among nations’. The computed ratios p show how significant the differences in the values of the Means are. 87 0. 97 1. 158 0. Mother tongue and translation in English Language Teaching It is necessary to discriminate between the teaching of translation as a vocational skill and the use of the mother tongue in the teaching situation as an aid to language learning. esp-world. The implications of the use of the mother tongue in learning English for Specific Purposes are described. There were 641 respondents in this research. When challenged they find it difficult to. The importance is highlighted even more by the fact that the students’ culture is part of their language and by neglecting their language, the teacher, in a monolingual classroom, neglects their culture which leads to the danger of neglecting their identity as well. 60 SW 4. Conclusions ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 10 ESP World, Issue 1 (22), Volume 8, 2009, http://www. The Advantages and Disadvantages of Mother Tongue in Teaching and Learning English for Specific Purposes (ESP) Classes The various views are reflections on the methodological changes in English language teaching, which have in such way brought different perspectives on the The columns are arranged in groups of three: the 1st column represents the positive responses of the PS students, while the 2nd – of the PN students, and the 3rd – of the SW students. Cook, G. (2007). However, checking written work increases teacher’s load significantly and might be considered as a disadvantage. Realistically speaking, using English in everyday life has become almost unavoidable, and its vocabulary is constantly growing. Using L1 in the L2 Classroom. Research methods employ the survey of students’ perceptions of the amount of mother tongue they need in acquisition of a foreign language at tertiary level and mental translation in various class activities. Student Use of the Mother Tongue in the Task-Based Classroom. teachingenglish. If you continue browsing the site, you agree to the use of cookies on this website. esp-world. http://www. 06 4. The amount of L1 use by particular students may well have to do with differing learner styles and abilities. Like many languages, English has a number of gender-specific terms that don’t refer to gender-specific ideas and concepts. 45 2. These results allow drawing a conclusion that, in spite of the small sample of respondents, the data are statistically significant and can be applied beyond the studied sample. Moreover, translation in the L2 classroom offers a way to highlight similarities and differences between L1 and L2 forms. The most beneficial activity has been back-translation class activity. 31 4. The important question is how to reach a balance of the L1 use in learning. The activities that help raise learners’ awareness of the language use are described. info There is an opinion that ‘rigidly eliminating or limiting the native language does not appear to guarantee better acquisition, nor does it foster the humanistic approach that recognizes learners’ identities’ (Mattioli, 2004:24). The Role of the Mother Tongue … sp-world. (2000). info It is known that linguistic awareness can be either conscious or unconscious (Odlin, 1996). However, the idea of abandoning the native tongue is too stressful to many learners, who need a sense of security in the experience of learning a foreign language. Moreover, if learners of a second language are encouraged to ignore their native language, they might well feel their identity threatened. Evidence from research into the crucial issue of the L1 use in classrooms around the world was analyzed by G. Mattioli (2004). The practical part deals with a piece of research carried out in teaching environment using … 50 PN 0. The mother tongue is therefore the greatest asset people bring to the task of foreign language learning and provides a Language Acquisition Support System. The data on the interlanguage and language transfer show that it is highly probable that L2 learners will always think most often in their L1, even at the advanced level (Mahmoud, 2006:29). 08 0. Finally the double translations L2 > L1 > L2 were examined and compared with the original texts. Use of mother tongue relates to learner identity. Similarly, the students of social work (SW) specialization rated the statements 1, 2, 4, 5 more positively than the students of PS specialization, who are the most proficient out of three specializations. 65 3. The Influence of Mother Tongue in Learning English, Mother tongue by S.P.Mohanty and Kalpana Dash, MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING, The impact of mother tongues in the learning of english language (3), Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines. The most significance difference is observed in the evaluation of the 5th statement – the lowest by the PS students and the highest by the PN students, while the responses to the 6th and 7th statements do no differ significantly. Legal English: Translation Issues. The goals of this paper are, firstly, to examine students’ perceptions of the use of mother tongue and translation in learning English, and secondly, to describe the activities which raise learners’ awareness of language use. ‘Translation holds a special importance at an intermediate. Children who have a solid foundation in their mother tongue, develop better literacy skills also in other languages that they learn. Crosslinguistic similarities and differences can produce positive transfer or negative transfer such as underproduction, overproduction, production errors, and misinterpretation. açb* aPamukkale University, Faculty of Education, 20070, Denizli, … Statement Number Means Standard Deviations Two-tailed significance levels (p) specialization – 20 students, Social Work (SW) specialization – 17 ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 7 ESP World, Issue 1 (22), Volume 8, 2009, http://www. Many teachers recognize that the L1 in the classroom is a positive representation of the interlanguage. teachingenglish. 640 0. The role of mother tongue in second language learning has been the subject of much debate and controversy. References. The findings reveal the following: 21% of respondents use only English, 58% of respondents sometimes use mother tongue, 8% – frequently, 7% – most of the time, 6% – about half the time. The real usefulness of translation in English classes lies in exploiting it in order to compare grammar, vocabulary, word order and other language points in English and the student’s mother tongue. Negative impact of mother tongue use is that too much reliance on the L1 may undermine the interaction in English. Statistical significance is the probability that a particular statistical result occurred by chance. 38 PS 3. The role of L1 on second language acquisition, Differences in first and second language learning, Mother tongue based multilingual education, No public clipboards found for this slide, Role of mother tongue in learning english for specific purposes. Carless, D. (2008). Numerous studies indicated that both negative and positive transfer between the L1 and L2 was important for development of the interlanguage, the complex system of the learners’ L2. esp-world. 'Mother tongue' is an interesting English expression. See our Privacy Policy and User Agreement for details. ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 1 ESP World, Issue 1 (22), Volume 8, 2009, http://www. The most common reason is transfer or interference from the mother tongue. In Kim’s (2011) study it was clear that the use of the mother tongue, specifically translation, helped the learners to recognize the importance of accuracy and led them to be more objective about their writing. esp-world. The role of mother tongue in second language acquis ition has been the subject of much debate and controversy. Lawrence Erlbaum Associates, Inc. , Publishers. info Recently there has been a revival of interest to translation due to the shift of its emphasis – to using a mother tongue as a resource for the promotion of language learning. In this case, Amy Tan despises her “broken “English instead of identifying herself with the unique language. Uncritical use of translation may give learners insufficient, confusing or even inaccurate information about target language. There are probably more reasons, utilitarian and political, to make the use of L1 quite valuable in the process of teaching English. As a regular practice the teacher is seen as a model for correct speaking in class. mother tongue in teaching and learning English is inhabita-ble. (2004). 809 PS vs SW 0. Respondents and methods The participants were the students specializing in Social Sciences at the University and studying English for Specific Purposes (ESP). It is suggested that four factors should be considered, namely, the students’ previous experience, the students’ level, the stage of the course, and the stage of the individual lesson (Harmer, 2001:132). This paper aims, first, at rating contemporary students’ perceptions of mental translation they employ in learning, and, second, at sharing the experiences of using translation in class activities. Modern English Teacher, 9 (3), 61-66. 97 0. Translation has been thought as uncommunicative, boring, pointless, difficult, and irrelevant. The results of teachers’ voting on the use of mother tongue in the English classroom are presented on the BBC Teaching English website. A more specific question related to mother-tongue education in schools concerns the role of English. The findings were processed using the Statistical Package for the Social Sciences (SPSS) software. Second, the amount of the native language that students need depends on their proficiency and linguistic situations. 00 3. 819 0. It is seen that responses to the 1st and 2nd statements are spread out from the lowest for the PS students to the highest for the SW students. The survey results are summarized in Table 1. Therefore, the use of mother tongue and translation can serve as a tool for improving language skills. No matter how rapidly or to what degree the African languages are developed, it is safe to assume that English will continue to occupy a role of crucial importance in South Africa for the foreseeable future. ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 11 ESP World, Issue 1 (22), Volume 8, 2009, http://www. Percentage of learners of each specialization who responded positively to the statements 1 to 7. Raising learners’ consciousness can be valuable: teachers can explicitly point out differences between L1 and L2. Children learn better in their mother tongue. Ross, N. J. esp-world. However, the idea of abandoning the native tongue is toostressful to many learners, who need a sense of security in the experience of learning a foreignlanguage.In the past, the prevalence of grammar-translation method led to the extraordinary phenomenon:students were unable to speak fluently after having studied the language for a long time. org. Being fluent in the mother tongue, which is also known as the native language, benefits the child in many ways. Therefore, there is neither a scientific nor a pedagogic reason to exclude L1 from the teaching process. 50 4. England: Pearson Education Limited. This allows them to relate and have a sense of identity. 001 0. Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure. Students in pairs translated different short passages from L2 into L1. 327 0. Mother tongue based multilingual education takes many forms and each school and each community should determine what works best for them. What is more, there is no valid database that could confirm the standpoint that the monolingual approach in teaching is the best one. Research implications: translation activities in ESP classes ROLE OF MOTHER TONGUE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES Galina Kavaliauskiene 9 ESP World, Issue 1 (22), Volume 8, 2009, http://www. You can change your ad preferences anytime. 13 4. Clipping is a handy way to collect important slides you want to go back to later. The weblog devoted to some plenary sessions of the IATEFL Conference, Aberdeen, 18-20 April 2007, summarizes the major ideas presented by a well known British linguist G. Cook (Cook, 2007 online): ‘The most important statement was the fact that English teachers tend to take a monolingual approach thus neglecting the importance of translation in the process of teaching English.