A study by Morett (people.ucsc.edu) compares the use of grammar-translation and the communicative approach to teach Spanish vocabulary. She found that learners in the communicative approach recalled more words than an uninstructed group in a short-term post test. But, ‘no significant differences’ were noticed between groups taught with the grammar-translation method, suggesting that other factors like prior knowledge and instruction also contributed towards early L2 acquisition, not the avoidance of L1.
Not using L1 may be right in some situations but various techniques must be utilised to make up for this. If some L1 is allowed, the time saved can be used for other activities, e.g., translating vocabulary items, or quickly comparing L1 and L2 grammar. This will reduce interference as students become more aware of common errors. In classes that have a dominant L1, students can compare and contrast the L2 with the language they know best when studying form and meaning. They can check exercises with partners, understand jokes and complex instructions, and learn vocabulary with direct equivalents.
Thus, the use of L1 in the class depends on the type of learners. At lower levels, wherestudents cannot express emotions properly,itlessens the burden of constantly using L2 or consulting dictionaries.At higher levels, teaching in L2 is preferred.It is only in a multilingual classroom that using L1 becomes impractical as a teacher would not know so many languages.
A study by Morett (people.ucsc.edu) compares the use of grammar-translation and the communicative approach to teach Spanish vocabulary. She found that learners in the communicative approach recalled more words than an uninstructed group in a short-term post test. But, ‘no significant differences’ were noticed between groups taught with the grammar-translation method, suggesting that other factors like prior knowledge and instruction also contributed towards early L2 acquisition, not the avoidance of L1.
Not using L1 may be right in some situations but various techniques must be utilised to make up for this. If some L1 is allowed, the time saved can be used for other activities, e.g., translating vocabulary items, or quickly comparing L1 and L2 grammar. This will reduce interference as students become more aware of common errors. In classes that have a dominant L1, students can compare and contrast the L2 with the language they know best when studying form and meaning. They can check exercises with partners, understand jokes and complex instructions, and learn vocabulary with direct equivalents.
Thus, the use of L1 in the class depends on the type of learners. At lower levels, wherestudents cannot express emotions properly,itlessens the burden of constantly using L2 or consulting dictionaries.At higher levels, teaching in L2 is preferred.It is only in a multilingual classroom that using L1 becomes impractical as a teacher would not know so many languages.
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