Thoughtful Way To Use Learners Mother Tongue In Second Language Teaching
1.1引言 英语课堂是否应该包含或排除学生母语的争论在很长一段时间里一直是一个有争议的问题，（Brown, 2017）。虽然在十九世纪末母语的使用被语言直接教学法的支持者禁止，英语毕业论文，母语的积极影响已反复被承认是一个丰富的资源，如果使用得当可以帮助第二语言的学习和教学（Cook，2017）。因此，本探讨试图为英语教师在第二外语教学中开拓一个新的视野，寻找一个对学习者有针对性的母语的思维方式。 从L1到L2中翻译出的用语此项探讨的技术很少被外语教师使用，阿特金森（1987）是交际课堂中第一个倡导使用母语的人之一。
1.1 Introduction The debate over whether English language classrooms should include or exclude students' native language has been a controversial issue for a long time (Brown, 2017). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2017). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners' mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners' mother tongue in L2 instruction clearly reveal that not only doesn't the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the 'English Only' paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking c，英语毕业论文 |
