Pokonferencyjna

Keywords: First language, second language, comprehension, language learning.

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136 
MONOGRAFIA POKONFERENCYJNA
L2 better in a learning environment where 
it is spoken. However, the use of L1 is a 
useful resource in L2 learning, and it fa-
cilitates second language learning.
The use of first language can contrib-
ute to learners’ language proficiency; 
therefore, L1 should not be neglected in 
the language learning process. Though 
the use of L2 is given priority, the use of 
L1 should be allowed where necessary in 
foreign language learning. Atkinson ar-
gues that “although the mother tongue is 
not a suitable basis for a methodology, it 
has, at all levels, a variety of roles to play 
which are at present consistently under-
valued”. L1 is a useful tool to help learners 
with their language proficiency develop-
ment. A total ban on the use of L1  will 
hinder learners’ comprehension of the 
target language. As Willis puts forward 
“don’t ban mother-tongue use but encour-
age attempts to use the target language” 
Ernesto Macaro lists the benefits of using 
L1 in a class:
First language is helpful for giving in-
struction to perform activities in the 
classroom;
Translation of some points and check-
ing comprehension.
Giving feedbacks to students.
To maintain discipline in the class-
room, first language is a useful tool.[4;65]
When students can use their L1 to ask 
questions and confirm comprehension, it 
often leads to a clearer realization of the 
form and meaning of the language. Stu-
dents may ask either their teacher or 
peers. Although students can ask similar 
questions solely in English, lower-level 
students may need further clarification on 
some point or aspect of the new material. 
They may not know how to phrase the 
question to the answer they seek. Without 
this opportunity to ask in their L1, some 
students may get frustrated with their in-
ability to receive improved comprehen-
sion and language production. Some 
types of students need to understand the 
details in order to use and link the target 
language correctly, and so will very much 
need the chance to seek clarification in 
their L1. It should be noted that the 
teacher can sometimes use the L1 to help 
students provide sentences beyond their 
ability. Students say a sentence in their 
native tongue, which the teacher trans-
lates for future use and/or reference. This 
proves especially beneficial with inciden-
tal language, such as a singular phrase or 
sentence. The teacher may have otherwise 
ignored the opportunity, or perhaps only 
addressed it in the Wrap Up portion of 
the lesson. Students may similarly do this, 
as in looking at a text in their native lan-
guage and translating it (or summarizing 
it) into the target language of the class. 
The teacher might also consider using the 
native tongue of the class to quickly start 
an activity.
There are also disadvantages for the 
L1 in the class, from both the perspective 
of the teacher and the students. For stu-
dents, an entire class in English offers 
additional opportunities to hear the lan-
guage. The English used for explanations 
and instructions represent “real” English 
because students actively listen how to 
use a grammar point or vocabulary word, 
or how to conduct an activity. Conse-
quently, students lose confidence in their 

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  137 
PHILOLOGY,  SOCIOLOGY AND CULTUROLOGY №14
ability to communicate in English: They 
may feel that the only way they would 
understand anything the teacher says is 
when it has been translated, or they use 
their mother tongue even when they are 
perfectly capable of expressing the same 
idea in English. This can significantly re-
duce students’ opportunities to practice 
English, and students fail to realize that 
using English in classroom activities is 
essential to improve their language skills. 
Translation also regularly creates the 
problem of oversimplification because 
many cultural and linguistic nuances can-
not be directly translated. For example, 
the sentence, “That’s so cool!” in English 
means that something is amazing or in-
credible. The main theoretical treatments 
of task-based learning do not for example 
have any locatable mentions of the class-
room use of the L1. Most descriptions of 
methods treat the ideal classroom as hav-
ing as little of the L1  as possible, essen-
tially by omitting any reference to it. Per-
haps the only exception is the grammar/
translation method, which has little or no 
public support. There is also the concern 
that the teacher won’t understand what the 
students are saying, assuming that he 
doesn’t speak the same language well or at 
all. In student-centered classes where eve-
ryone is interested and actively engaged, 
though, students are focused on the target 
language, not the teacher. Use of the 
L1 among students only presents a prob-
lem when students have sought to confirm 
information via their peers. The explana-
tion given between students may not be 
correct, which the teacher would miss.
The issue of whether or not to use 
L1  in classroom is very complex and 
teachers have different attitudes towards 
this issues. In general, while dealing with 
English teaching, there should be equality 
in using both L1 and L2 in class.
To sum up, it is recommended that 
first language and second language should 
consciously be used when it is a direct 
necessity. However, From the teachers’ 
points of view, the mother tongue should 
be used more during the beginner or ele-
mentary stage, as the end solution in 
learning process, and should be reduced 
dropped completedly as the learners’ pro-
ficiency improves to a higher level.