ARTICLE

THE EFFECT OF TEACHERS AND LEARNERS GENDER VARIATION ON THE RESPONSES ABOUT L1 USE IN L2 PEDAGOGY

  1. HOME
  2. ARTICLE

08 Pages : 72-82

http://dx.doi.org/10.31703/gesr.2020(V-III).08      10.31703/gesr.2020(V-III).08      Published : Sep 2020

The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy

Abstract

    The focus of the present study was to find out the impact of teachers' and learners' gender variation on the responses about L1 use in L2 pedagogy at degree level. To explore a clear comprehension of the current topic, the study aimed at 577 learners and 156 teachers. The data collection was done through student-teacher questionnaires. The data were examined using SPSS (statistical package for social sciences) version 23. Data were analyzed with the help of descriptive analysis. The results of the present research show that L2 learners (male & female) and English teachers (male & female) exhibited an extremely positive tendency in regard to the use of L1 in the English classroom. Responses to the statements, overall, noted from the chosen senior to junior teachers show that letting mother tongue in foreign language classrooms is beneficial in Pakistani context as the ban of mother tongue from English class will cast a negative impact on their apprehension of EFL.

    Gender, Pedagogy, EFL, Classroom, L1, L2

    (1) Muhammad Ahsan
    Lecturer, Department of English, Ghazi University Dera Ghazi Khan, KP, Pakistan.
    (2) Noshaba Younus
    Department of English, Riphah International University Faisalabad Campus, Punjab, Pakistan.
    (3) Muhammad Naeem
    Department of English, Ghazi University Dera Ghazi Khan, KP, Pakistan.
Fulltext PDF

References

  • Al-jadidi, H. S. (2009) Teaching English as a foreign language in Oman: an exploration of English Language teaching pedagogy in tertiary education. PhD thesis, Victoria University.
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241- 247.
  • Atkinson, D. (1993). Teaching in the Target Language: A Problem in the Current Orthodoxy. Language Learning Journal, 8(93), 2-5.
  • Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL, 4, 50-70
  • Beale, J. (2002). Is communicative language teaching a thing of the Past? TESOL, 37(1), 12-16. Retrieved on September, 06th, 2008 on the World Wide Web: http://www.jasonbeal. essaypages/ clt _essay.html
  • Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39.
  • Claxton, G. (1984) Live and Learn, Buckingham: Open University Press.
  • Cook, V. (2001). Second Language Learning and Language Teaching. London: Oxford University Press.
  • Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
  • Elmetwally, E. E. (2012). Students' and teachers' attitudes toward the use of learners' mother tongue in English language classrooms in UAE public high schools. Unpublished Master's Thesis, The British University in Dubai, UAE.
  • Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, Mass., Newbury House.
  • Gill, S. (2005). The L1 in the L2 classroom. Humanizing Language Teaching Major Articles, 76(5). February 24, 2006, from http://www.hltmag.co.uk/ sep05/mart03.htm
  • Harmer, J. (1998). How to Teach English. Harlow: Pearson Education.
  • Harmer, J. (2004). How to Teach Writing. Harlow: Pearson Education Limited.
  • Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behaviour, 24(1)
  • Kangas, S. (1981) Bilingualism or not, Bank House, 8a Hill Road, clevedon, Avon BS21 7HH, England.
  • Lightbown, P.M. & Spada, N. (1993). How languages are learned. Oxford: Oxford University Press.
  • Maniruzzaman, M. (2003). ‘The use of mother tongue in the EFL classroom: learner's reaction.' Harvest: Jahangirnagar Studies in Literature, 18.
  • Moon, J. (2000). Children Learning English. UK: Macmillan Heinemann.
  • Nation, P. (2003). The role of the first language in foreign language. Asian EFL Journal, 5(2), pp. 1-8.
  • Rahman, S. (2006). Speech Repertoires in Bangladesh: Monolingual or Multilingual, in ELT in Bangladesh: A Socio-psychological Study of Public and Private Universities in Dhaka, Unpublished Ph.D. Thesis. Jawaharlal Nehru University. India.
  • Richards, J. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press.
  • Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40, 36-43.
  • UNESCO (1953). The Use of Vernacular Languages in Education, Paris, UNESCO.

Cite this article

APA

    APA : Ahsan, M., Younus, N., & Naeem, M. (2020). The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy. Global Educational Studies Review, V(III), 72-82. https://doi.org/10.31703/gesr.2020(V-III).08

CHICAGO

    CHICAGO : Ahsan, Muhammad, Noshaba Younus, and Muhammad Naeem. 2020. "The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy." Global Educational Studies Review, V (III): 72-82 doi: 10.31703/gesr.2020(V-III).08

HARVARD

    HARVARD : AHSAN, M., YOUNUS, N. & NAEEM, M. 2020. The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy. Global Educational Studies Review, V, 72-82.

MHRA

    MHRA : Ahsan, Muhammad, Noshaba Younus, and Muhammad Naeem. 2020. "The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy." Global Educational Studies Review, V: 72-82

MLA

    MLA : Ahsan, Muhammad, Noshaba Younus, and Muhammad Naeem. "The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy." Global Educational Studies Review, V.III (2020): 72-82 Print.

OXFORD

    OXFORD : Ahsan, Muhammad, Younus, Noshaba, and Naeem, Muhammad (2020), "The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy", Global Educational Studies Review, V (III), 72-82

TURABIAN

    TURABIAN : Ahsan, Muhammad, Noshaba Younus, and Muhammad Naeem. "The Effect of Teachers' and Learners' Gender Variation on the Responses about L1 use in L2 Pedagogy." Global Educational Studies Review V, no. III (2020): 72-82. https://doi.org/10.31703/gesr.2020(V-III).08