Investigating the effect of trannslating key words from L2 (Second Languge) into L I on learners' comprehension of linguistic concepts
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Date
2013
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university of Oum-El-Bouaghi
Abstract
The debate over whether english language classes should include or exclude students’ native language has been a contentious issue for a long time (Brown, 2000, p195), but as of yet the research findings have not been entirely persuasive either way. The support for an english only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Inspired by these views and driven by our own interest, we decided to carry out a study that investigates the role of translation from L2 into L1 on the learners’comprehension of the linguistic concepts. Our study employed a quasi-experimental design involving a pre-test, a treatment and an immediate post-test. At the beginning of our experiment, the experimental and the control groups were pre-tested to prove their homogeneity. During both sessions of treatment, the
control group was taught traditionally while the experimental group was provided with linguistic translated key terms into their L1 and at the end of each session subjects were tested so that their progress during the period of treatment will be followed. Then, both groups were post-tested so that their results will be compared. Our results indicate that providing learners
in linguistics classes with translated key words into their L1 or teaching them traditionally lead them to develop a better understanding of the module. It can be said then that the english-only policy is sufficient for students to achieve a better understanding of the linguistic
concepts and linguistics as a whole.
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Keywords
Enseignement langue (anglais) : EFL, Learning comprehension