The Sociocultural Perspective on the Use of L1 as a Supporting Tool for EFL Learning
- Panicha Nitisakunwut
- Thanawat Nutayangkul
- Aphiwit Liang-Itsara
Abstract
Many English as a Foreign language (EFL) teachers think that a target language should be solely used as a medium of instruction to allow the learners to immerse in the target language. However, in the learning process, the learners learn about the language content and other cognitively-related skills such as discussion, reasoning, and evaluation to complete the tasks. Some tasks could be more challenging to understand, discuss, explain, or complete in learners’ foreign language because they might need higher competence and fluency in the target language. This article attempts to review socioculturally informed research on the use of L1 in L2 or EFL classes and the features of English as a foreign language. The advantages of utilizing L1 in EFL courses will next be covered. The article will conclude with some advice that EFL teachers might utilize to increase their students’ productivity in EFL classes by utilizing L1 as a supporting tool for language learning.
- Full Text: PDF
- DOI:10.5539/elt.v16n2p74
Journal Metrics
Index
- Academic Journals Database
- CNKI Scholar
- Educational Research Abstracts
- Elektronische Zeitschriftenbibliothek (EZB)
- EuroPub Database
- Excellence in Research for Australia (ERA)
- GETIT@YALE (Yale University Library)
- Harvard Library E-Journals
- IBZ Online
- INDEX ISLAMICUS
- JournalSeek
- JournalTOCs
- LearnTechLib
- Linguistics Abstracts Online
- LOCKSS
- MIAR
- MLA International Bibliography
- NewJour
- Open J-Gate
- PKP Open Archives Harvester
- Publons
- ResearchGate
- ROAD
- SHERPA/RoMEO
- Standard Periodical Directory
- Technische Informationsbibliothek (TIB)
- The Keepers Registry
- Ulrich's
- Universe Digital Library
Contact
- Gavin YuEditorial Assistant
- elt@ccsenet.org