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Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students.

REVIEW OF LITERATUR文献综述

2.1. Introduction

This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below.

Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learner's L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007).

2.2. Close studies on the Using of L1 in the ESL Classroom

Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students' linguistic resources can be beneficial at all levels of ESL (Auerbach 1993).

Auerbach (1993), performed a research on the topic of “Do you believe that ESL students should be allowed to use their L1 in the ESL classroom”? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, 'It's a school policy' and 'No... but it's hard'); the remaining 50% said sometimes (with comments such as 'Usually not, but if I have tried several times to explain something in English and a student still doesn't understand, then I allow another student who speaks the same language to explain in that language'; 'They're going to do it anyway'; 'As a last resort'). The essence of these comments is captured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。