Pros and Cons of Using L1 in the Classroom

Discussion In recent years, people are discussing the idea of ​​incorporating L1 into a language education system. A strong opposition to L1 indicates that it prohibits the use of L1 in the classroom entirely, but many people believe that L1 is a tool to improve student TL learning. This section will focus on the pros and cons of using L1 in the classroom and further evidence to support the benefits of native language learning and teaching processes. Contrary to the use of L1 in one classroom In the 20th century, avoiding the use of L1 in the classroom led the teacher 's idea; it was also implemented in many policies and guidelines for language education.

As the implementation example shows, the teacher is an ELL expert and he fully supports the use of L1 in the classroom. But what happens if L1 is overused or inappropriately used? There is much debate as to whether L1 should be included in the L2 classroom. Our research package will investigate ways to balance L1 and L2 so that students can "maximize opportunities to speak English at the same time that students" negotiate content ". I am used to the ELL student's educational strategy, so I will explore the wise use of L1 next. I will also explain how to offset assignment behavior and withdrawal of all students. Finally, we examined the possibility that ELL students will be bullied.

Discussion for using the first language (L1) in the second language (L2) classroom has long been common in the second language acquisition (SLA) study. Researchers believe that L1 is always in the mind of the learner and is often accessed throughout the L2 learning process, so teachers and learners avoid the legitimacy of avoiding code switching in the L2 classroom I think it should be (Cook, 2001; Macaro, 2001). This is not a brand new discussion. The new study mentioned by Auerbach (1993) shows the advantages of using L1 in English as a second language (ESL) classroom, and that it is "linguistics" to follow English only in the classroom Suggest (page 11). Macaro (2001) also claimed to use L1 in the L2 classroom, mentioned earlier publications.

The use of L1 can facilitate TL classroom activities since the use of L1 provides a useful scaffold to help learners understand tasks and solve specific problems. Although many scholars (Cook, 2001; Harbord, 1992; Turnbull, 2001; Turnbull & Arnett, 2002) agree that L1 will be valuable material in a foreign language classroom, educators should not rely on it I will warn you that it is not (Wells). 1999). How is L1 well integrated with education? Cook (2001) presents four guidelines for teachers to consider. The primary factor is efficiency. For example, L1 helps to present the meaning of abstract and complex lexical items in a shorter time and in a more efficient way. The second factor is learning. With L1 interpretation you can promote learning of virtual tones. The third factor is natural