Reconnoitering the Impact of Motivation on Teachers and Students to Use L1 in L2 Classroom
The purpose of the current study was to explore the impact of motivation on teachers and students to use L1 in the L2 classroom. To find out an obvious understanding of this subject matter, the study focused on the 156 teachers and the 577 students who were teaching and learning English at graduation level in different public sector colleges and universities of the Southern Punjab, Pakistan. Two questionnaires were used for data collection. The data were analyzed through SPSS (statistical package for social sciences). Data were analyzed using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The results of the study indicated that the learners and the teachers showed highly positive perceptions regarding the use of L1 in the L2 classroom. The majority of the respondents preferred using L1 in certain situations for specific reasons such as while learning about grammar and its usage in the L2 classroom, discussing course policies, attendance, and other administrative information, explaining some difficult concepts, to give directions about exams and in introducing the aim of the lesson, to discuss tests, quizzes, and other assignments appropriately at BS level
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First Language, Second Language, Motivation, BS, BA/BSc, B.Com
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(1) Muhammad Ahsan
Lecturer, Department of English, Ghazi University Dera Ghazi Khan, Punjab, Pakistan.
(2) Zahoor Hussain
Lecturer, Department of English, Bahaudin Zakariya University, Layya Campus, Punjab, Pakistan.
(3) Muhammad Gulfraz Abbasi
Associate Professor, Department of English, Government College Murree, Punjab, Pakistan.
(De) Constructing The Correlation Between First Language Acquisition And Second Language Learning
Language acquisition is a significant and captivating hallmark of human development. This review article briefly describes a few hindrances that the learner of English as being second language learner may deal with. It searches out the essential factors which play a significant part in the second language (L2) learning process. There is a common notion that the learning of L2 is affected by the learner’s first language, so we may assert that the mother tongue or first language can interfere with the learning process of L2. The current review showcases the dissimilarities and similarities between L1 and second language acquisition, which is finally concluded with a few implications for language researchers and teachers of English as a Second/ Foreign/ Additional Language.
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Language Acquisition, Second Language Learning (L2), First Language Acquisition (L1), (De)constructing, Interference, Language Learning
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(1) Ejaz Mirza
Assistant Professor, Department of English, National University of Modern Languages, Rawalpindi, Punjab, Pakistan.
(2) Shahzeb Shafi
MPhil English Linguistics, Department of English, Faculty of Arts and Humanities, National University of Modern Languages (NUML), Islamabad, Pakistan.
(3) Faraz Ahmed
MPhil English Linguistics, Institute of English Language and Literature, University of Sindh, Jamshoro, Sindh, Pakistan.