Abstract
Throughout much of the history of research into second language acquisition (SLA), the role of learners’ first language (L1) has been a hotly debated issue. Prodromou (2000) refers to the mother tongue as a ‘skeleton in the closet’, while Gabrielatos (2001) calls it a ‘bone of contention’. Such views are but a mere reflection of the different methodological shifts in English Language Teaching, which have brought about new and different outlooks on the role of the mother tongue. The conflict itself is taking place in academic circles rather than in classrooms, where the use of L1 is still considered unacceptable owing to the predominance of the communicative method in language teaching.
Â
Research on the role that mother tongue has for the non-native learners of English has been conducted around the world, however none in North Macedonia. This research aims to explore some of the controversy regarding the use of the student’s first language (L1), as well as to suggest translation activities as a beneficial tool for the students of South East European University in Tetovo, North Macedonia. It also provides insights into native language interference in the process of translating from students’ mother tongue into English, and vs.
References
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ETL Journal, Volume 41, Issue 4. 241-247. https://doi.org/10.1093/elt/41.4.241
Auerbach, E. (1993). Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27(1), 9-32. https://doi.org/10.2307/3586949
Brown, H. D. (2000). Principles of language learning and teaching. San Francisco: Longman.
Cook, V. J. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. https://doi.org/10.2307/3587717
Cook, V. J. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 184-206. https://doi.org/10.3138/cmlr.57.3.402
Deller, Sh.., & Rinvolucri, M. (2002) Using the mother tongue – making the most of the learner’s language. 1. ed. London: Delta Publishing
Ellis, R. (2002). Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge?: A Review of the Research. Studies in Second Language Acquisition, 24(2), 223-236. https://doi.org/10.1017/S0272263102002073
Miller, L., & Aldred, D. (2000). Student Teachers’ Perceptions About Communicative Language Teaching Methods. RELC Journal, 31(1), 1–22. https://doi.org/10.1177/003368820003100101
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle, Inc
Nunan, D., & Lamb, C. (1996). The self-directed teacher. Cambridge: Cambridge University Press
Riley, P. A. (2009). Shifts in Beliefs about Second Language Learning. RELC Journal, 40(1), 102–124. https://doi.org/10.1177/0033688208101448
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2021 Arta TOÇI