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The Use of First Language in Arabic Language Classroom: a Teaching Buttress Or a Learning Obstacle?

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The Use of First Language in Arabic Language Classroom: a Teaching Buttress Or a Learning Obstacle? Journal of Islamic Studies and Culture June 2014, Vol. 2, No. 2, pp. 55-70 ISSN: 2333-5904 (Print), 2333-5912 (Online) Copyright © The Author(s). 2014. All Rights Reserved. Published by American Research Institute for Policy Development The Use of First Language in Arabic Language Classroom: A Teaching Buttress or a Learning Obstacle? Mohamad Azrien Mohamed Adnan1 and Shukeri Mohamad2 Abstract The issues of the use of the first language (L1) in second language (L2) classroom have been debated among researchers for many years. In other words, there have been various shifts to and from the utilization of L1 in Arabic classrooms over the last decades. Some of the publications reflected views by proponents of the practices, while others contained opinions by its opponents. The purpose of this paper is to examine and analyse these issues more thoroughly. To address these issues more comprehensively, the nature of the Arabic education in the institution is discussed. Code-switching theory is used as the theoretical background. The analysis of the issues focuses on the reasons behind teachers using L1 in the Arabic classrooms and examines what are the teaching skills in L1 that teachers prefer to apply in their classrooms. Keywords:First language, target language, Arabic classroom, Code-switching Introduction The issues on whether to use or not to use students’ first language (L1) in second language (L2) classroom have increasingly generated debates among researchers and language teachers for many years. Some teachers feel that L1 can be used in certain circumstances. For instance, it can be used to increase students’ comprehension and learning of the L2(Cook, 2001; Tang, 2002), present new vocabularies, explain difficult grammar and give instructions as well as give suggestions(Mirza, Mahmus,and Jabbar, 2012). 1 Med, Academic of Islamic Studies, University of Malaya, Nilam Puri, 16010 Kota Bharu, Kelantan. Malaysia. Phone: + 60 13 9828898, Email: [email protected] 2 PhD, Academic of Islamic Studies, University of Malaya, Nilam Puri, Kota Bharu, Kelantan. Malaysia. 56 Journal of Islamic Studies and Culture, Vol. 2(2), June 2014 According to Cole (1998), L1 is the most useful for novices since students at this level have little or no knowledge about L2. It can also be used to introduce the major differences between L1 and L2, to save a lot of guessing, to motivate students and to reduce their anxiety. On the other hand, Mahadeo (2006) asserts that the use of L1 is a barrier of learning L2 and it may also prevents the student from acquiring the valuable input in the L2(Krashen and Terrell, 1983). Although there are a number of studies which have discussed the use of L1 in English as a Foreign Language (EFL) classrooms, but only few studies have explored the issues from the perspective of the Arabic language as a foreign language classroom. Hassan Basri (2005)found that many teachers still do not use Arabic language thoroughly in their teaching. Teachers do not emphasize on the listening and speaking skills and they assume that those skills are not important. Thus, in this paper, these issues are examined and analysedin a detailed manner. We will focus our discussion in the context of learning Arabic at the Islamic Studies foundation, University of Malayaat Nilam Puri. We chose this academy because the Arabic language and Islamic studies subjects are taught in Arabic language and students who are studying in this academy came from various backgrounds. They have also sat for their Arabic languagesubject at the Sijil Pelajaran Malaysia(SPM) level. Therefore, it is crucial to know how students from various backgrounds and environment study Arabic language. What are the reasons behind teachers using Malay language in the Arabic classrooms? How many hours are devoted to the teaching of Arabic language and which partshould be spent on teaching grammar? Is the use of Malay language in Arabic classrooms can be considered as a teaching support? Does the use of Malay language affect students’ learning process negatively or perhaps positively? In order to address this issue more thoroughly, the nature of Arabic education in the institution is examined. Code-Switching Theory Code-switching is a feature of bilingual speech occasioned by language contact.Woodall (2002, p.8)defines language-switching as “any non-instructed use of the firstlanguage writing during the second language writing process.” On the other hand, Qi (1998, p.414)stateslanguage-switching as “a cognitive phenomenon” in which L1 students switch from L2to L1 “as the language of thinking in the cognitive process” while engaged in L2 learning. Adnan & Mohamad 57 Several studies have examinedL2 learners’ language switching. For example, Beare and Bourdages (2007),Murphy and Roca de Larios (2010),Qi (1998), Woodall (2002) confirmed the L1 use during L2learningand also discussed the differences in the purposes and frequencies of using L1. Moreover,amongst the studies, it was confirmed that L2 learners retrieve their L1 to meet the learningdemands. The task difficulty was among the reasons behind the L2 learner’s tendency toretrieve their L1 while they arelearning L2. The code switching termhasbroadly discussed and used in linguistics and a variety of related fields. Studies of language acquisition, second language acquisition, and language learning use the code switching term to describe either bilingual speakers’ or language learners’ cognitive linguistic abilities, or to describe classroom or learner practices involving the use of more than one language. Moving between two languages is common among adults’ bilinguals; although its nature varies with situation and languages, where and how it occurs is not random but is rule-governed. Early views of code switching were negative. Learners of second language were said to fall back on their first language when they lacked a word in their second language. Instead, recent study shows that code switching can do much more than merely filling lexical gaps. It can serve many purposes, drawing on sophisticated knowledge of languages and their usage. However, speed of processing is also affected by code switching: recent research shows that switching between words in two languages slows processing compared with the presentations of words in each language separately(Conboy, 2010) . L2 learners switch from L2 to L1 for different purposes. They can be categorized as for generating ideas, goal-settings, structuring, self-instruction, text- organization, text-evaluation, metalinguistic purposes and meta comments. There were variations in the duration and frequency of language-switching between studies as well as the participants in studies. The inconsistency of the specific level of proficiency in which L2 learners tend to frequently resort to their L1 to overcome their task difficulties was found through these results. Qi (1998) revealed that high- level proficient students switched to face their high knowledge demands. Similarly, Wang (2003)revealed that students with higher proficiency level switched to their L1 more frequently than students with lower proficiency level. 58 Journal of Islamic Studies and Culture, Vol. 2(2), June 2014 On the contrary, Woodall (2002) found that intermediate students used their L1 more than advanced students. Also, Beare and Bourdages (2007)confirmed that high proficient learners do not switch frequently to their L1. One possible explanation for this inconsistency in the results is that the participants were fromdifferent background; therefore, the differences in the first languages would provide different results. Also, not all the studies had participants with different level of proficiency, eliminating the chances for better contrasting results. The Use of L1 in Major L2 Methodologies Language teachers have been debating whether or not to use the L1 in the L2 teaching. Some teachersopine that L1 may be used under certain limitations and appropriate(Cole, 1998)while others feel that L1 should not be allowed at all because it prevents students to learn L2(Krashen and Terrell, 1983). Nazary (2008)asserts that in the field of L2, there are several common classifications of methods which deal with the role of L1 in the L2 classroom: Traditional methods or Grammar Translation Method (GTM), Direct Method (DM), Audio-lingual Method and Communicative Methods (CM). The GTM is usually conducted in the students’ L1 to help them understand their L1 better through translation and analysis of the L2 grammar(Hadley, 2001). Grammar rules are learned deductively; students learn grammar rules by rote, and then practice the rules by doing grammar drills and translating sentences to and from the targeted language. There is little use of L2 and the instruction is given in the students’ L1(Celce-Murcia, 1991). More attention is paid to the form of the sentences being translated than to their content. There are two main goals of grammar- translation classes. One is to develop students’ reading ability to a level where they can read literature in the targeted language(Richards and Rodgers, 2001). The other is to develop students’ general mental discipline. According to Hamdallah (1999), this method depends heavily on translating to the students’ L1. The DM of teaching is not limited to but often used in teaching L2. This method refrains from using the learners' L1 and uses only the L2. The aim of this method is to emphasize language use by providing a direct contact with the L2 in meaningful situations. Adnan & Mohamad 59 It represents critical reaction to the teaching methods of the ancient Grammar Translation Method which produced knowledge about language rather than knowledge of the language. The general goal of the direct method is to provide learners with a practically useful knowledge of the language. They should learn to speak and understand the targeted language in everyday situations. The audio-lingual method is a style of teaching used in teaching foreign languages. It was developed in an attempt to address some of the perceived weaknesses of the direct method.
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