By: Yella Dezas Perdani

Source: https://www.sciencefocus.com/science/what-was-the-first-ever-language/

Source: https://www.sciencefocus.com/science/what-was-the-first-ever-language/

           Discussions about the use of L1 in foreign language instruction have emerged among educators, practitioners, and teachers. Some of them contend that there is debate over whether it is appropriate to use the students’ native tongue when teaching foreign languages and how this affects the way in which students learn and their capacity to retain the lessons being taught. Based on previous research, it has been determined that some teachers think the best way to assist students in learning a foreign language is to create an environment where that language is used so that the students can become exposed to it. Some of them counter that the teacher can better explain the material by using L1 when teaching a foreign language. In order to ensure that students fully comprehend the materials, the teacher should also take into account the students’ native tongue when teaching a foreign language. According to some experts, there are a variety of roles for using L1 when teaching English. First, when teachers use L1, especially with students of low proficiency, both students and teachers feel helpful. It is more beneficial when the students’ proficiency in their target language is limited, especially when it comes to understanding grammatical concepts.

            Second, the use of L1 in a foreign language classroom setting can improve students’ comprehension when the teacher teaches the language concept of the lesson in L1. In order for the students to understand grammar concepts and avoid mistakes when forming them, the teacher can teach the various grammar concepts from both languages. L1 can also be used to clarify grammar-related material. Using L1 when teaching grammar concepts is very beneficial. Their findings demonstrate that when students comprehend the teacher’s materials, they are very confident. When students are familiar with the learning process, they are more likely to share their own opinions and not just accept the teacher’s explanations for new material. It is crucial that the teacher be able to effectively communicate with the students by using language they can understand. Then, L1 can be used to explain how difficult a grammar concept is, to reiterate crucial points, and to provide feedback.

            Third, while using L2 is effective, it takes time. Time availability is another factor that affects how L1 is used in classrooms where foreign languages are being taught. Less time means that the teacher must move quickly through the materials. In terms of providing materials, it means that using L1 is more time-efficient than using a foreign language. Instead of using English, the students can grasp and comprehend the material more quickly when using L1. For comparison and clarification, L1 is also employed. Here, the teacher provides instructions, frames and organizes the activities in L1, and compares the grammar in L1 and the foreign language to clearly distinguish between these two languages. The use of L1 is then for encouraging participation and communication among students. The ability of low-level students to comprehend what the teacher says and to freely communicate while taking part in the learning process is beneficial.

            In summary, in the context of foreign language instruction, educators, practitioners, and teachers are discussing L1. Some argue that teaching foreign languages in the students’ native tongue affects their ability to learn and retain the material. According to research, some teachers believe that creating an environment where the target language is spoken is the most effective way to help students learn a foreign language.