The Use of the First Language in Second Language Learning Reconsidered

This paper aims to study new techniques in second language learning involving the active use of the mother tongue in classroom situations. Several teaching methods will be discussed such as The Alternating Approach, The New Concurrent Method, and Community Language Learning method. These methods of employing the first language recognise the link between the two languages in the student's mind. The student's first language must not be ignored and must have an active role in class. An empirical study was conducted on 50 students studying English Communication Skills 102 at the University of Jordan. The aim of the test was to validate the assumption that use gives different and better results in the students' performance. 100% negative transfer from the first language was the cause of the errors. Another test was conducted on the students after comparing the sentences in Arabic and explaining the areas of difficulties the results were surprisingly different Key words: Mother tongue (L1). Second Language (L2). Psycholinguistics. Monolingual. Bilingual. Multicompetence. Compound bilingualism. English as foreign language. ESL: English as Second Language (EFL). Introduction This paper attempts to study the use of the mother tongue (L 1) in Language teaching. The paper advocates reconsideration, for which has been long adopted by language teaching experts to avoid the use of the first Language in classroom situations. The justification for this is that had been used by Second Language (L2) learners in methods that create links in the mind between the two Languages. These methods will be discussed later in this paper. L1 use is a normal psycholinguistic process that facilitates L2 production and allows the learners both to initiate and sustain verbal interaction with one other. Brooks and Donato (1994 -pp. 268). Learners may also use bilingual dictionaries. Other educators e.g., Roberts (1999) have carried this so far as to suggest the use of dual language texts. This paper suggests that it is time for second or foreign language teachers not to hesitate and start using in language teaching methods. It supports teaching methods that would actively employ in classroom situations and may allow students and teachers to use it positively. Language teaching theories had varied throughout the twentieth century. There were basic assumptions that were accepted by language teachers and students, and had affected many generations of language teachers and students. These assumptions were taken for granted as they had laid the foundation for language teaching in the 20th century. Is some of these assumptions that spoken language is more basic than written, explicit grammar explanation must be avoided, and that language must be taught and practised as a whole and not as separate parts. The idea of multicompetence in second or foreign language teaching has long been argued as there is a compound state of mind with two grammars. This idea will be further discussed in the paper. Vivian Cook states that over the last century, the use of in classroom situations has been considered a taboo in second language teaching. Cook (2002), advocates a more positive approach since the first language is always present in the user's mind, and it would be artificial to avoid its use. According to Cook the first language must be used to convey grammatical forms and meanings, instructions and in class management. Eun-young Kim (2010) introduced new innovative techniques, through the use of grammar-translation learning approach. It was proved that this approach revealed the fact that the students' first language use in a second language writing classroom can be a positive tool for improving their writing proficiency. It is to be noted that this paper does not agree with the method of translation as a teaching technique, as this is a different matter; although Stern (1992) approves of translation techniques. …