In the field of second language acquisition, the role of the mother tongue in acquiring a brand new linguistic system has been widely debated by many researchers. For a long time, experts in the...Show moreIn the field of second language acquisition, the role of the mother tongue in acquiring a brand new linguistic system has been widely debated by many researchers. For a long time, experts in the field held on to conservative notions about the relationship between the L1 and L2, and research and language acquisition paradigm in the past leaned towards an L1 interference model, which had blamed the mother tongue for most, if not all, challenges experienced by learners in acquiring an L2. Modern literature surrounding language acquisition, however, point to a change in trend and attitudes involving the use of L1 in acquiring an L2. Extensive studies involving primary research data have been undertaken to dispel the notion of L1 interference and, instead, encourage incorporating L1 in L2 instruction. The research questions that this thesis hopes to address and answer are: Does using L1 in the L2 classroom benefit English as a second and foreign language learners? What factors might hinder the effectiveness of using L1 in acquiring an ESL/EFL in the classroom? In the end, this paper will endeavour to suggest ways L1 should be integrated into classroom language teaching situations. This research study will undertake to review and consolidate all previous work done on the hindrance of using the L1, on one hand, and the effectiveness of L1 use in the L2 classroom on the other. Practical ways of using the L1 will be provided, using examples from research done involving primary data from the literature. To substantiate this section, teacher attitudes and classroom practices in using L1 in ESL situations in an international school in Amsterdam will also be presented.Show less
