Teacher’s choice of english and vietnamese as classroom language in teaching grade 10 students speaking skills a case study at a high school

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

TEACHER’S CHOICE OF ENGLISH AND
VIETNAMESE AS CLASSROOM LANGUAGE IN
TEACHING GRADE 10 STUDENTS SPEAKING
SKILLS: A CASE STUDY AT A HIGH SCHOOL

Supervisor: Ms. Ph
Student: Trần Xu n
Year: QH2012

Hanoi, May - 2016

Th Thu H (M.A)
nh


ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SƯ PHẠM TIẾNG ANH

KHÓA LUẬN TỐT NGHIỆP

L

h n ng n ngữ
h

n ng n i h h

gi vi n tr ng d y
sinh
10

Gi vi n hư ng dẫn: Th sĩ Ph
Sinh vi n: Trần Xu n nh
Khóa: QH2012

Hà Nội, Tháng 5 - 2016

Th Thu H


ACCEPTANCE PAGE
nX

n

n

n

n

for the degree of Bachelor of Arts (TEFL) accept the requirements of the
Coll

l

n

o

n on

n

of

lo ’ G

on P p

deposited in the library.
In terms of these conditions, I agree that the origin of my paper deposited
in the library should be accessible for the purposes of study and research, in
accordance with the normal conditions established by the librarian for the care,
loan or reproduction of the paper.
Signature

Date


ACKNOWLEDGEMENTS
First and foremost, I would like to send my sincere gratitude to my supervisor
Ms. Pham Thi Thu Ha, M.Ed. for her precious guidance, her great patience and
encouragement throughout the process of this research.
I also would like to express my special thanks to my senior, Ms. Nguyen Nhat

Hanh for giving me the inspiration to conduct the research on classroom language.
Her work on the same topic served as useful concrete foundations for my thesis.
My sincere thanks go to the English teachers and all students of classes: 10
Literature, 10 Chemistry, 10 Informatics and 10 Biology at Le Hong Phong high
school in Nam Dinh, for their enthusiastic participation. Without their cooperation,
this research could never be completed.
Finally, I am grateful to my friends and family for their support from the
beginning to the end of the process of conducting this research.

i


ABSTRACT
Like the situation in many other high schools, English teachers at Le Hong
Phong high school for the gifted in Nam Dinh are currently really concerned about
non-English major students’ capability to communicate in English after graduation.
As a result, use of English or Vietnamese as classroom language in teaching such
communicative skills as speaking and listening are attracting increasing attentions
from the teachers. Through observations, questionnaires and interviews with the two
young English teachers and four grade 10 classes that they were in charge of, the
researcher expected to explore the frequency and driving factors, as well as the
students’ perceptions of the teachers’ use of English and Vietnamese as classroom
language in teaching speaking skill. The case study has revealed that both teachers
used English most of the time during speaking lessons and the reasons for their
choice were mainly related to students’ proficiency improvement, favorable learning
environment creation and speaking tasks. Meanwhile, Vietnamese was rarely used.
In general, most of the students were satisfied with their teacher’s use of classroom
language. Findings of this study provide a reference for teachers and authorities that
are concerned about improving students’ communicative skills. Suggestions for
future research on similar topics are given at the end of the paper.

ii


TABLE OF CONTENTS
Content

Page

Acknowledgements

i

Abstract

ii

Table of contents

iii

List of tables and figures

vii

CHAPTER 1. INTRODUCTION
1.1. Statement of research problem and rationale of the study

1

1.2. Aims and research questions

2

1.3. Scope of the study

3

1.4. Significance of the study

3

1.5. Organization of the study

4

CHAPTER 2. LITERATURE REVIEW
2.1. Definitions of key terms

5

2.1.1. Classroom language

5

2.1.2. EFL learners

5

2.2. Using target language as classroom language

6

2.3. Using mother tongue as classroom language

12

2.4. Use of classroom language in different language teaching methods

14

iii


2.5. Driving factors of teacher’s use of L1 and L2 in EFL classroom

15

2.6 Research gaps

16

CHAPTER 3: METHODOLOGY
3.1. Sampling method

18

3.2. Participants

18

3.3. Data collection instruments

20

3.3.1. Observation

20

3.3.2. Questionnaire

21

3.3.3. Semi-structured interview

22

3.4 Procedure of data collection

22

3.4.1. Preparation

22

3.4.2. Exploratory interview with the two teachers

23

3.4.3. Observation

23

3.4.4. Questionnaire

23

3.4.5. Exploratory interview with the two teachers and students

23

3.5. Procedure of data analysis

23

3.5.1. Data from observation

23

3.5.2. Data from questionnaire

23

3.5.3. Data from exploratory interviews

24

iv

CHAPTER 4: FINDINGS AND DISCUSSION
4.1. Question 1: How often do teachers use Vietnamese and English as

25

classroom language in speaking lessons?
4.2 Question 2: What factors drive teachers to use Vietnamese or

28

English as classroom language in speaking lessons?
4.2.1. Teachers’ reasons for using classroom English in speaking

29

lessons
4.2.2. Teachers’ reasons for using classroom Vietnamese in

36

speaking lessons
4.3 Question 3: What are students’ levels of satisfaction towards their

40

teachers’ use of Vietnamese and English as classroom language in
speaking lessons?
CHAPTER 5: CONCLUSION
5.1. Summary of answers to research questions
5.1.1. Research question 1: How often do teachers use

44
44

Vietnamese and English as classroom language in speaking
lessons?
5.1.2. Research question 2: What factors drive teachers to use

44

Vietnamese or English as classroom language in speaking
lessons?
5.1.3. Research question 3: What are students’ levels of
satisfaction towards their teachers’ use of Vietnamese and
English as classroom language in speaking lessons?

v

45


5.2. Implications

45

5.3. Limitations of the research and suggestions for further studies

47

REFERENCES

49

APPENDICES

53

vi


LIST OF TABLES AND FIGURES
Page
Table 2.1: Functions of classroom English in teaching English

7

Table 2.2: Suggested uses for L1 in the EFL classroom

13

Table 3.1: Information about four chosen classes

20

Table 4.1: Teachers’ frequencies of using classroom language

26

Table 4.2: Teachers’ reasons for using classroom English

31

Table 4.3: Teachers’ reasons for using classroom Vietnamese

37

Figure 4.1: Teachers’ frequencies of classroom language in each class

27

Figure 4.2: Students’ perception of their teacher’s classroom language 40
frequency
Figure 4.3: Students’ satisfaction toward teachers’ classroom language 42
frequency

vii


CHAPTER 1: INTRODUCTION
Chapter 1 states the problem and rationale of the study, along with the aims,
objectives and the significance within the scope of the study. In this chapter,
research questions are also clearly stated and serve as guidelines for the whole
paper.
1.1. Statement of the research problem and rationale of the study
In many monolingual countries such as Japan, Thailand or Vietnam, it still
remains a heated debate over the necessity or importance of using students’ L1 in
English classes. A number of researchers emphasize the importance of L1 in the
process of L2 acquisition. Stern (1992, as cited in Nguyen, 2005, p.1) claims the
inseparable relation between L1 and L2 on the ground that “the new knowledge is
learnt on the basis of the previous learnt knowledge”. Cole (1998), in fact, indicates

that some course books, such as the Headway series by Soar and Soars take
advantage of sentence structures to distinguish the grammar of L1 from L2, which
to certain extents corresponds with Stern’s idea. Similarly, the “Functional –
Translation Method” places significant emphasis on the “social meaning of
everyday language” and utilizes students’ L1 “for comparative analysis of L2” (as
cited in Cole, 1998). Besides, Auerbach (1993) concludes in his research that
students often speak their minds and interact more confidently in an English class
where L1 is also permitted. In general, many researchers share the view that L1 is
useful in an English classroom when it is used “at appropriate times and in
appropriate ways” (Atkinson, 1993, p.2).
However, as a common trend of teaching English all over the world, an
increasing number of researchers advocate the domination of L2 in English classes.
Knop (1995) claims that students’ proficiency is in direct proportion with the
amount of input provided in L2. Brown (2000, as cited in Kieu, 2010, p.120) shares
the same idea that input is the major determinant of success in acquiring a foreign
language. Also, Gardner and Gardner (2000) support an “English – speaking
atmosphere” to encourage students to use L2 by themselves. They recommend that

1


translation should be avoided from the very beginning so as to form students’ habit
of thinking in L2.
Recently, there has been a great concern in Vietnam over students’ inability to
communicate in English when they have graduated from high school. The same case
applies to many students who do not major in English at Le Hong Phong high
school in Nam Dinh. Being a school for gifted students, Le Hong Phong high school
requires students to pass an entrance exam, in which English is compulsory.
Therefore, most students here have acquired fundamental knowledge in the
language, mostly in grammar, regardless of their majors by the time they progress to

grade 10. However, the paradox is that despite a promising foundation for linguistic
development, most still fail to communicate effectively at graduation. Therefore, to
follow the common trend of teaching English and improve students’ communicative
ability in English, an increasing number of teachers at Le Hong Phong are
promoting the use of L2 in English classes, especially in lessons for communicative
skills such as speaking or listening right from grade 10.
For all the above mentioned reasons, the researcher conducts a research on
“Te her’s

h i e

f Vietn

ese

te hing gr de 10 students s e

nd Eng ish

ing: A

se study t

s

ngu ge
high s h

ssr

in

”

1.2. Aims and research questions
The research aims at investigating the trend of teacher’s use of English and
Vietnamese as classroom language in teaching grade 10, non-English-major
students speaking skill at Le Hong Phong high school for the gifted in Nam Dinh.
To be more specific, the researcher explores the frequency, driving factors and
students’ levels of satisfaction towards their teacher’s use of English and
Vietnamese in speaking lessons. From those elements, a conclusion can be drawn
toward the appropriateness of L1 and L2 use in English classes for non-Englishmajor students at Le Hong Phong high school in particular, and high schools for the
gifted in general. To achieve the goal, three research questions are going to be
answered:

2


1. How often do teachers use Vietnamese and English as classroom
language in speaking lessons?

2. What factors drive teachers to use Vietnamese or English as classroom
language in speaking lessons?

3. What are students’ levels of satisfaction towards their teachers’ use of
Vietnamese and English as classroom language in speaking lessons?
1. 3. Scope of the study
The research focused on the teachers’ choice of Vietnamese and English as
classroom language in speaking lessons for grade 10, non-English major students at
Le Hong Phong high school. Both participants of the case study belong to young

generations of the school, since they are the most accurate reflections of current
trend of use of classroom language in the environment of Le Hong Phong high
school in specific, and high schools for the gifted in general. Together with the
teachers, students from two classes taught by each were chosen.
Within the scope of this study, classroom language only refers to the
language used for communication between the teacher and students, not among
students. Also, the researcher only looked into three dimensions of classroom
language: teacher’s frequency, teacher’s driving factors in using classroom language
and students’ perception of their teacher’s use of classroom language.
1.4. Significance of the study
Through the research, the researcher hopes to figure out the reasons for
teacher’s use of L1 and L2 in teaching speaking and students’ satisfaction towards
their teacher’s choice. Thus, a conclusion toward the appropriateness of use of L1
and L2 for non-English major students at gifted high schools in the current scenario
of Vietnam can be drawn. From that, it can raise high school teachers’ awareness of
their choice of classroom language in teaching speaking.
In addition, although this is only a case study, it can still serve as empirical
references for other studies on classroom language in the future, especially those
aim at schools for gifted students.

3


1.5. Organization of the study
This study consists of five chapters:
Chapter 1 – Introduction presents the rationale, aims and research questions,
scope, significance and organization of the study.
Chapter 2 - Literature review explains key terms, reviews previous related
research and presents research gaps
Chapter 3 - Methodology describes and explains the choice of participants,

research instruments, procedure of data collection and data analysis.
Chapter 4 - Results and Discussion analyzes the data and discusses the findings of
this study.
Chapter 5 - Conclusion summarizes main points, reveals the limitations of the
study, and provides some suggestions for further studies on the topic. Following
this chapter are the References and Appendices.

4


CHAPTER 2: LITERATURE REVIEW
This chapter first gives definitions of key terms which the study concerns.
After that, it presents different viewpoints on using L1 and L2 as classroom
language, as well as the use of L1 and L2 in different teaching methods. Finally,
several factors that drive teachers to use classroom language and gaps of previous
related studies are indicated.
2.1. Definitions of key terms
2.1.1. Classroom language
According to Louwerse (2001), the concept “classroom language” refers to the
language used for communication between the teacher and students, and among
students themselves in a classroom. The language can be used for a variety of
purposes, from giving instructions: “Open your books”, praising: “Good job”,
controlling the class: “Please pay attention” and so on.
In this study, teacher’s choice of L1 and L2 as classroom language in teaching
speaking is investigated. In ELT, L1 stands for the first language, the language that
a child has acquired from childhood (Schweers, 1999). L1, thus, is often referred to
as the speaker’s mother tongue. Schweers (1999) also explains that L2 refers to the
second and foreign language. L2, accordingly, is the language that is not obtained
via natural exposure from childhood, but at a later stage.
2.1.2. EFL learners

MacMillan Dictionary explains that EFL stands for English as a foreign
language, which is taught to people in need of English for their studies and career,
or those who do not live in English-speaking countries. EFL learners, thus, refer to
all people who are taking EFL courses.
EFL learners in this research are students who are leaning English at Le Hong
Phong high school in Nam Dinh. For these students, English is a compulsory subject
in the curriculum.

5


2.2. Using target language as classroom language
A number of researchers have emphasized the importance of using as much L2
as possible in an English classroom. Gardner and Gardner (2000) state that utilizing
English in English lessons at school creates an “English-speaking atmosphere”,
which is an ideal promotion of students’ learning and using the target language
because it will keep students thinking in L2 constantly. Moreover, using L2 in
various interactions with peers and teacher acts as impetus for students’ progress
since according to Rivers (as cited in Knop, 1995, p.2), they “achieve facility in
using a language when their attention is focused on conveying and receiving
authentic messages – messages that contain information of interest to speaker and
listener in a situation of importance to both – that is, through interaction…
interactions between people who have something to say”. Besides, when students
successfully respond to teacher’s instructions, their confidence can be significantly
boosted, thus facilitating the language acquisition (Gardner & Gardner, 2000). Cook
(2001, p. 406) shares the same idea that it is vital for EFL learners to get the
possibly greatest exposure to L2 in English lessons. His argument is based on the
principle of acquiring L1, which he claims to bear notable similarity to L2
acquisition. Accordingly, L2 can be mastered when students are continually
required to listen, imitate and respond to what they hear from the surrounding

environment. Nguyen (2015), in her research on language of instruction in EFL
classroom, reports the results of a number of studies conducted by researchers
specializing in English Language Teaching (Macaro, 2001; Philipson, 1992), as well
as in other disciplines (McMillan & Turnbull, 2009, as cited in Tsukamoto, 2011),
all of which serve as concrete support for Cook’s idea.
Advocates of using L2 in EFL classes, at the same time, indicate numerous
detriments of L1 to students’ language learning. Swan (1985) criticizes the use of
L1 in teaching English as an impediment to students’ progress in L2. Krashen
(1981) completely concur with Swan and further explains that L1 can lead to errors
in learners’ L2 performance. In addition, Turnbull (2001) claims that L1 can

6


demotivate students in learning L2 since they deprive students of valuable
opportunities to get exposed to the language, which is already limited in daily
interactions for EFL learners. While learning a foreign language primarily depends
on practice, this deprivation may hamper students’ progress (Macaro, 2001). More
seriously, if L2 is neglected, students will be under the impression that L2 is not an
effective means of communication (Turnbull, 2001).
In general, advocates of classroom English unanimously agree that the more
English is used in classroom, the greater progress students are capable of making.
As a result, it is necessary for teacher to acknowledge various opportunities in class
to maximize the use of English. Among various functions that classroom English
may perform, the followings are classified and suggested by Hughes (1981, pp. 911).
Table 2.1: Functions of classroom English in teaching English
Language Functions Objectives

Sample Phrases

Related to
A.

The teacher gives appropriate Open your book at page

ORGANIZATION

instructions related to recurrent 73.

A1.
instructions.

Giving

classroom activities, e.g. using
textbooks,

blackboard

work,

Come out and write it on
the board.

group work.
Listen to the tape, please.
Get into groups of four.
The teacher can control the Could you try the next
pupils’ behavior by means of one.
commands,

requests,

suggestions.

Usage

correspond

to

and
should

native-speaker

7

I would like you to write
this down.


Would

usage.

you

mind

switching the lights on.
The teacher can vary form of Everybody, please.
instructions in order to show the

All together, now.

range of possibilities in the
The whole class, please.

foreign language.

I want to join in.
The teacher can offer the pupils Who would like to read?
alternatives,
working

i.e.
methods,

different
themes,

Which topic will your
group report on?

groups.
Do you want to answer
question 6?
A2. Sequencing

The teacher can sequence the First of all, today ...
lesson

effectively

and

communicate this sequencing to

Right. Now we shall go
on to exercise 2.

the pupils.
All finished? Ok. For the
last thing today, let’s ...
The teacher can check what Whose turn is it to read?
stage the pupils have reached,
whose turn it is, and so on.

Which question are you
on?
Next one, please.
Who hasn’t answered a
question yet?

8


The teacher can introduce the Let me explain what I
class to a new activity and new want you to do next.

stage of the lesson

The idea of this exercise
is for you to make ....

The teacher can set time-limits You have ten minutes to
related to various activities.

do this.
Your time is up.
Finish this by twenty to
ten.

The teacher can check that all Can you all see the
pupils are equally capable of board?
starting the next stage of the
lesson.

Have

you

found

the

place?
Are you all ready?

A3. Supervision

The teacher can direct pupils’ Look this way.
attention to the lesson content.

Stop talking.
Listen to what Alan is
saying.
Leave it alone now?

The teacher can give warnings Be careful of the lead.
and threats.

One more word and...

B.

9


INTERROGATION The teacher can ask questions Where’s Alan?
B1.

Asking

fluently and flexibly, using the

Is Alan in the kitchen?

various forms available in the

Questions

Tell me where Alan is.

foreign language.

The teacher can ask questions What was the house like?
related

to

communicative

specific
tasks,

e.g.

What do you think about
this problem?

giving a description, opinion,
reason,

stimulating Yes, but how can you

or

tell?

conversation.
B2.

Replying

to The teacher can give verbal Yes, that’s right.

questions

confirmation of pupils’ replies

Fine.

and/or guide them to the correct
Almost. Try it again.

reply

What about this word
here?
The

teacher

can

give Very good.

encouraging feedback both in

That’s more like it.

controlled drill-type exercises
Could you explain what

and freer conversation.

you mean?
C. EXPLANATION
C1. Metalanguage

The teacher can produce and What’s the Swedish for
also get the pupils to produce a “doll”?
translation,

a

paraphrase,

a

summary, a definition, a correct

10

Explain it in your own


spelling, a correct pronunciation word.
and grammatical corrections.

It’s spelt with a capital
“J”.
Can anybody correct this
sentence?

The teacher can give written and Fill in the missing words.
spoken

instructions

for

exercises.
The

Reference

Mark

the

right

alternative.

teacher

can

give After they left the USA in

appropriate background factual 1965, the Beatles …
information related to people,
places and events.

The church was started in
the last century.

The teacher can give a verbal This is a picture of a
commentary

to

accompany typically English castle.

pictures, slides and films.

In the background you
can see …

The teacher can use basic While

we’re

on

rhetorical devices to make the subject of …
commentary more interesting

As I said earlier ….

and more easily followed.
Let me sum up then.
D. INTERACTION
D1.

Affective The teacher can express anger, That’s interesting!

11

the


Attitudes

interest,

surprise,

friendship, That really is very kind of

appreciation, pity, sympathy, you.
disappointment, etc., as needed

Don’t worry about it.

in the classroom situation.
D2. Social Ritual

The teacher can use everyday Good morning.
phrases

related to

recurrent

Cheerio now.

social situations, e.g. greeting,
leaving, apologizing, thanking, God bless!
congratulating,

and

other

Have a nice weekend.

seasonal greetings.
Thanks for your help.
Happy birthday!
Merry Christmas!
2.3. Using mother tongue as classroom language
Although L2 as classroom language is undeniably of prime importance in
students’ language acquisition, some researchers argue that it does not deny the
significance of mother tongue in the process. Atkinson (1993) admits the
impossibility of defining a “right balance” or a perfect model for using L1, but he
regards L1 as a valuable when used “at appropriate times and in appropriate ways”.
First, use of L1 in classroom can facilitate students’ L2 acquisition. Corder (1992, as

cited in Kieu, 2010, p. 121), claims that because L1 can assist learners “in the
process of discovery and creation”, “the effect of the mother tongue on learning L2”
is “facilitatory”. Specifically, Cole (1998) suggests teacher’s exploitation of their
students’ previous L1 experience to stimulate their understanding of L2. Yamamoto
Wilson (1997) agrees and regards teacher’s failure to make meaningful connections
between L1 and L2 as a probable contributor to students’ failure to master L2.
Indeed, teachers can resort to their experience as EFL learners to understand

12


common mistakes caused by L1 interference, from which they can adopt an
appropriate teaching method (Lee, 1965).
In addition, L1 in English classroom generates a friendly learning
environment. Auerbach (1993) concludes in his research on adults’ learning English
as a second language (ESL) that students tend to become more encouraged to
express their ideas when L1 is also permitted in English lessons. Besides, when L1
is used along with L2, it can produce “a sense of closeness with the students, either
to show understanding or to create friendly support” (Hoff, 2013, as cited in
Nguyen, 2015, p. 10).
Moreover, it is sometimes more economical to use L1 instead of L2 as far as
time is concerned (Cole, 1998). Atkinson (1993) shares the same idea, stating that
the struggle to refrain from L1 completely may trigger anguish and a waste of time
when a language item can be explained by being simply translated into L1.
Similarly, Weschler (1997, as cited in Cole, 1998) suggests using L1 for warm-up
brainstorming since abstract words may be challenging to explain in L2.
Some researchers also indicate the impracticality of using L2 as the sole
classroom language in EFL classroom. Phillipson (1992) relates the idea to the fact
that the majority of EFL teachers are non-native speakers, whose English
competence may not be enough to conduct an English-only lesson. As a result, if

they are forbidden to use L1, the quality of teaching performance may be negatively
affected. This is not to mention the case that when students are at low level,
excluding L1 from English lessons is out of the question (Nunan & Lamb, 1996, as
cited in Kieu, 2010, p. 121).
The following table describes common uses of L1 in an L2 classroom.
Table 2.2: Suggested uses for L1 in the EFL classroom
Suggested uses for L1 in the EFL classroom
1. Eliciting language: “How do you say “X” in English?”

13


2. Checking comprehension: “How do you say I’ve been waiting for ten
minutes in Vietnamese?” (Also used for comprehension of a reading or
listening text.)
3. Giving complex instructions to basic levels
4. Co-operating in groups: Learners compare and correct answers to exercises
or tasks in the L1. Students at times can explain new points better than the
teacher. This is because “when you’ve just learned something, you can
explain it better to somebody who doesn’t understand than the experts who
know the concept so well they’ve forgotten when and how they first learned
it” (Weimer, 2012).
5. Explaining classroom methodology at basic levels.
6. Using translation to highlight a recently taught language item.
7. Check for sense: If students write or say something in the L2 that does not
make sense, have them try to translate it into the L1 to realize their error.
8. Testing: Translation items can be useful in testing mastery of forms and
meanings.
9. Developing circumlocution strategies: When students do not know how to
say something in the L2, have them think of different ways to say the same

thing in the L1, which may be easier to translate.
Adapted from “The mother tongue in the classroom: a neglected resource?” by
David Atkinson (1987, as cited in Schweers, 1999, p. 7).
2.4. Use of classroom language in different language teaching methods
During the history of language pedagogy, “the role of L1 in L2 teaching is one
of the most long-standing controversies” (Stern, 1992). Thus, it comes as no

14


surprise that different teaching methods adopt different viewpoints on use of
classroom language.
Throughout early 1800s in Western countries, the Grammar Translation
method dominated L2 classroom, in which L2 was taught though grammar illusion,
bilingual vocabulary lists and translation exercises. This method allows for free use
of L1 as “a reference system” in the process of L2 acquisition (Stern, 1983, as cited
in Kieu, 2010, p. 120). The noteworthy stage in the development of English
teaching methods was the emergence of Direct Method in the late nineteenth
century, which emphasizes the spoken language. Thus, Direct Method views L2 “as
a means of instruction and communication in the language classroom”, and through
“the avoidance of the use of L2 and of translation as a technique” (Stern, 1983). The
followed Audiolingual Method shares the same notion, while Communicative
Approach, which has been gaining the most attention over the last fifty years, allows
for use of mother tongue and translation when learners find it necessary.
2.5. Driving f t rs f te her’s use f L1 nd L2 in EFL

ssr

It is a fact that different teachers may have different views on appropriate use
of classroom language in EFL classroom. As a result, many researchers have

attempted to find out behind-the-wheel factors for teacher’s choice of L1 or L2 in
teaching English.
Duff and Polio (1990) in their study on English teacher’s language use in
classroom indicate a number of possible factors consisting of departmental policy,
the type of exercises and the nature of teaching training. Besides, other studies (Kim
& Elder, 2004; Rolin-Ianziti & Brownlie, 2002; Taylor 2002) regard activity-type as
a contributor to teacher’s use of L1 and L2 in classroom. Specifically, Kim & Elder
(2004) claim that task-based activities offer more chances for teachers to use L2
than grammar focused activities. Another factor is teachers’ pedagogical belief and
goals. Taylor (2002) finds out that while some teachers use L1 as a means of
developing and maintaining a friendly relationship with students, others prefer more
L2 so as to set power distance with their students. In addition, a factor of prime

15