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学习者用母语在第二外语教学中的思考方式 [3]

论文作者:www.51lunwen.org论文属性:本科毕业论文 Thesis登出时间:2016-01-11编辑:carrie2点击率:7255

论文字数:14566论文编号:org201601071428598424语种:英语论文 English地区:中国价格:免费论文

关键词:外语教学教育学语言学习

摘要:本文讲述了在第二外语教学中,是否应该使用母语进行教学,因为使用母语的学生不能学习自己感兴趣的英语反而会导致他们学习语言的兴趣降低。

mal'> Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students' lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Student's L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool.

Because of the students' difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out.

 

1.4. Purposes of the study

1) The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom.

2) The important of this study is to find out whether L1 works as an effective teaching and learning instrument.

 

1.5. Research questions

Research questions for this study are;

1) How frequent the Malay language was used in the Malaysian English classroom and for what purposes?

2) Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom?

3) What are the perception of the students and the teachers towards using Malay in the English classroom?

 

1.6. Theoretical

For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims:

1. Adults and adolescents can “acquire” a second language.

2. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learner's own native language.

3. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated.

4. Practice does not make perfect.

5. Knowing language rule does not mean one will be able to use it in communicative interaction.

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