A STUDY ON THE USE OF L1 IN EFL CLASSROOMS: A CLASSROOM-BASED INVESTIGATION
https://doi.org/10.5281/zenodo.15505089
Kalit so‘zlar
L1 use, EFL classrooms, bilingual education, code-switching, language acquisition, teacher strategies, student comprehensionAnnotasiya
The use of students’ first language (L1) in English as a Foreign Language (EFL) classrooms has been a subject of ongoing debate among language educators. While some argue that L1 hinders English exposure and acquisition, others highlight its potential as a scaffold for comprehension, classroom management, and affective support. This study investigates the strategic use of L1 in Uzbek EFL classrooms based on classroom observations and scholarly literature. The study finds that moderate and purposeful use of L1 can enhance language learning, particularly among beginner and intermediate students.
Foydalanilgan adabiyotlar ro‘yhati
Cook, V. (2001). Using the First Language in the Classroom. Canadian Modern Language Review, 57(3), 402–423.
Auerbach, E. R. (1993). Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27(1), 9–32.
Xakimova S. Frazeologik birliklarning semantik klassifikatsiyasi (2023). https://zenodo.org/records/8242958/files/305-314.pdf
Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In Turnbull, M. & Dailey-O’Cain, J. (Eds.), First language use in second and foreign language learning (pp. 35–49). Multilingual Matters.
