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Based on the data collection and the findings in chapter 4, the results of the present study on the use of the L1 and that is the Malay language in a Malaysian ESL context bear many similarities to Schweer's study in a Spanish context. Both studies indicated that the L1 was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants' different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language.

My observation of the three classes suggested that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the ESL classes observed Malay language plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the L1 is only a means to the end of improving foreign language proficiency. I agree with the majority of student participants (about 50 percent combined) that Malay language should be use in the ESL classroom. In my experience, this percentage decreases as the students' English proficiency increases. Of course, a translation course would be an exception. Unlike Schweer's student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom.

Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is “acquisition”, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious “learning” process in which learners attend to form, figure out rules, and are generally aware of their own process. This theory was related to the first research question. Based on the data that have been collected in table 1, the students learn the language with a conscious learning. The teacher becomes their model in learning the English language. The table shows that Malay language was used by the three teachers in the tertiary-level English reading classes to give instructions and to explain the meaning of words, complex ideas, and complex grammar points. The greatest use of Malay language, 15 times, was to explain the complex ideas. The conscious learning happens when the students remember what the lesson that the teacher had told them. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. By using the code switching, students have a better understanding towards the ideas本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。