Abstract
Foreign language teaching based on the mother tongue has been the traditional vehicle of instruction in Russian classrooms from the primary to high school levels, at language schools as well in teacher-formation at pedagogical institutes as is evidenced by the results of information obtained through interviews to teachers, observation of the students’ in-class behavior and revision of textbooks produced by national authors. Grounded on data (transcripts, essays, and real class examples) gathered during five years, the paper examines the effects of excessive mother tongue use in foreign language classrooms in Ekaterinburg, Russia. The three case studies as well as other classroom instances reported and discussed here illustrate how previous educational experiences have modeled the students´ learning style to such extent that limited progress in communicative skills in English and Spanish is achieved due to their constant reference to the Russian language system, despite having had enough controlled practice and performed well in the controlled application stages of the learning process. As a result, this varied in its manifestations perceived need on the part of the student to recur to Russian to communicate in the L2 originates time-consuming psycholinguistic processes that affect accurate and fluent language production. The paper also advances ideas on how to counteract this problem in class as well as the areas that require more attention on the part of the teacher. The study concludes that though the more than a century-old teaching dilemma concerning the role of the L1 in L2 foreign language pedagogy is still far from been resolved; one thing, however, is clear: excessive translation from and to the native language hampers greatly the outcomes of the instructional process.
Keywords: Mother Tongue; Foreign Language; Translation; Psycholinguistic Processes; Accuracy; Fluency
References
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- Celce-Murcia, M. & Larsen-Freeman, M. (1999). The Grammar Book. Heinle & Heinle.
- Celce-Murcia, M. (1991). Grammar Pedagogy in Second and foreign language teaching. Tesol Quarterly. 25 (3), 459-480.
- Cook, V. (2008). Second Language Learning and Language Teaching. 4th Ed. Hodder Education.
- Dagiliene, I. (2012). Translation as a learning method in English language teaching. http://dx.doi.org/10.5755/j01.sal.0.21.1469
- Duyck, W. & Warlop, N. (2009). Translation priming between the native language and a second language. New evidence from Dutch-French bilinguals. Experimental Psychology. 56(3), 173-179.
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- Ellis, R. & Barkhuizen, G. (2005). Analising Learner Language. Oxford: OUP.
- English proficiency index. Available at: https://www.ef.com/epi. [Accessed 01/06/2015].
- Forteza, R. (2015). Towards a form choice context-mediated meaning-making EFL learning. To appear in: Pedagogicheskii jurnal Bashkortostana, № 4 (59).
- Glyn Lewis, E. (1962). Foreign and second language teaching in the USSR. The British Council. ETIC ocassional paper (1).
- Halliday, M.A.K. (1985). An Introduction to Functional Grammar. 2nd Ed. London: Arnold.
- Hassan, R. (2009). “The place of context in a systemic functional model”. In Halliday, M.A. K. & Webster, J. (Eds.) Continuum companion to systemic functional linguistics (pp. 166-189). London: CIPG.
- Ivanova, M.E. (2010). Gramatika Angliiskogo. Eto Trudno? Moskva: Pero.
- Karpov, I. & Mirolubov, B.(1957). Sorok let sovetskoi metodike prepodavaniya inostrannyx yazykov. Inostrannye yazyki v shkole, 5.
- Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Pergamon.
- Larsen-Freeman, d. (2009). “Teaching and testing grammar”. In M. Long and C. Doughty (Eds.). The Handbook of Language Teaching (pp. 518-542). Malden, MA: Blackwell.
- Leow, R. P. (2007). “Input In The L2 Classroom. An Attentional Perspective on Receptive Practice”. In R. Dekeyser (Ed.). Perspectives from Applied Linguistics and Cognitive Psychology (pp. 21-50). NY: CUP.
- Levelt, W. (1999). “Producing Spoken Language: A Blueprint of the Speaker”. In C. M. Brown & P. Hagoort (Eds.). The Neurocognition of Language (pp. 83-122). Oxford: OUP.
- Litvinov, P. (2004). Angliiskie glagoly I prilagatelhye s fiksirovannymi pridlogami. Moskva: Airi press.
- Mahmoud, A. (2006). “Translation and Foreign Language Reading Comprehension. A Neglected Didactic Procedure”. English Language Teaching Forum, 4, 28-40.
- Malmkjaer, K. (1990). Translation and Language Teaching. Manchester: St. Jerome.
- Mustlaq Al-zu’be, M.F. (2013). “Foreign Language Teaching and Translation”. Research on Humanities and Social Sciences. 3 (9), 27-31.
- Nunan, D. (1988). “Teaching Grammar in Context”. ELT Journal. 52 (2), 101-109.
- Nunan, D. (2015). Teaching English to Speakers of Other Languages. An Introduction. NY: Routledge.
- Nuzhdin, G.; Marin, C. & Martin Lora, P. (2008). Español En Vivo. Moskva: Airis Press.
- Petrina, P. Curriculum and Instruction for Technology Teachers, Chapter 4. Available at: http://people.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf.
- Rogova, G.V. (1975). Methods of Teaching English. Leningrad.
- Rogowski, B. Calhoun, B.; Tallal, P. (2015). “Matching Learning Style to Instruction Method: Effects on Comprehension”. Educational Psychology. 107 (1), 64-78.
- Soloviova, E. H. (2006). Metodika Obucheniya Inostrannym Yazykam. Bazovyi Kurs Lekcyi. Moskva: Prosveschenie.
- Stepukina, T.V. (2013). “Aims and Content of Foreign Language Teaching in Ukraine in the 1950s and 1990s”. Teaching English for Specific and Academic Purposes, 1(2), 135-142.
- Ur, P. (1988). Grammar. Cambridge: CUP.
- Zikova, G. et. al. (2006). Angliiskii Yazyk Dlya Studentov Yaziykoviyx Vuzov. Vtoroi Etap Obucheniya. Astrel.
Abstract
References
- Carroll, D. W. (2008). Psychology of Language. 5th Ed. Belmont: Thomson Wadsworth.
- Celce-Murcia, M. & Larsen-Freeman, M. (1999). The Grammar Book. Heinle & Heinle.
- Celce-Murcia, M. (1991). Grammar Pedagogy in Second and foreign language teaching. Tesol Quarterly. 25 (3), 459-480.
- Cook, V. (2008). Second Language Learning and Language Teaching. 4th Ed. Hodder Education.
- Dagiliene, I. (2012). Translation as a learning method in English language teaching. http://dx.doi.org/10.5755/j01.sal.0.21.1469
- Duyck, W. & Warlop, N. (2009). Translation priming between the native language and a second language. New evidence from Dutch-French bilinguals. Experimental Psychology. 56(3), 173-179.
- El-dali, Hosni. M. (2011). Re-examining the influence of native language and culture in L2 learning: A multidisciplinary perspective. At: www.humanicus.org/global/issues/humanicus.../humanicus-6-2011-2.pdf.
- Ellis, R. & Barkhuizen, G. (2005). Analising Learner Language. Oxford: OUP.
- English proficiency index. Available at: https://www.ef.com/epi. [Accessed 01/06/2015].
- Forteza, R. (2015). Towards a form choice context-mediated meaning-making EFL learning. To appear in: Pedagogicheskii jurnal Bashkortostana, № 4 (59).
- Glyn Lewis, E. (1962). Foreign and second language teaching in the USSR. The British Council. ETIC ocassional paper (1).
- Halliday, M.A.K. (1985). An Introduction to Functional Grammar. 2nd Ed. London: Arnold.
- Hassan, R. (2009). “The place of context in a systemic functional model”. In Halliday, M.A. K. & Webster, J. (Eds.) Continuum companion to systemic functional linguistics (pp. 166-189). London: CIPG.
- Ivanova, M.E. (2010). Gramatika Angliiskogo. Eto Trudno? Moskva: Pero.
- Karpov, I. & Mirolubov, B.(1957). Sorok let sovetskoi metodike prepodavaniya inostrannyx yazykov. Inostrannye yazyki v shkole, 5.
- Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Pergamon.
- Larsen-Freeman, d. (2009). “Teaching and testing grammar”. In M. Long and C. Doughty (Eds.). The Handbook of Language Teaching (pp. 518-542). Malden, MA: Blackwell.
- Leow, R. P. (2007). “Input In The L2 Classroom. An Attentional Perspective on Receptive Practice”. In R. Dekeyser (Ed.). Perspectives from Applied Linguistics and Cognitive Psychology (pp. 21-50). NY: CUP.
- Levelt, W. (1999). “Producing Spoken Language: A Blueprint of the Speaker”. In C. M. Brown & P. Hagoort (Eds.). The Neurocognition of Language (pp. 83-122). Oxford: OUP.
- Litvinov, P. (2004). Angliiskie glagoly I prilagatelhye s fiksirovannymi pridlogami. Moskva: Airi press.
- Mahmoud, A. (2006). “Translation and Foreign Language Reading Comprehension. A Neglected Didactic Procedure”. English Language Teaching Forum, 4, 28-40.
- Malmkjaer, K. (1990). Translation and Language Teaching. Manchester: St. Jerome.
- Mustlaq Al-zu’be, M.F. (2013). “Foreign Language Teaching and Translation”. Research on Humanities and Social Sciences. 3 (9), 27-31.
- Nunan, D. (1988). “Teaching Grammar in Context”. ELT Journal. 52 (2), 101-109.
- Nunan, D. (2015). Teaching English to Speakers of Other Languages. An Introduction. NY: Routledge.
- Nuzhdin, G.; Marin, C. & Martin Lora, P. (2008). Español En Vivo. Moskva: Airis Press.
- Petrina, P. Curriculum and Instruction for Technology Teachers, Chapter 4. Available at: http://people.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf.
- Rogova, G.V. (1975). Methods of Teaching English. Leningrad.
- Rogowski, B. Calhoun, B.; Tallal, P. (2015). “Matching Learning Style to Instruction Method: Effects on Comprehension”. Educational Psychology. 107 (1), 64-78.
- Soloviova, E. H. (2006). Metodika Obucheniya Inostrannym Yazykam. Bazovyi Kurs Lekcyi. Moskva: Prosveschenie.
- Stepukina, T.V. (2013). “Aims and Content of Foreign Language Teaching in Ukraine in the 1950s and 1990s”. Teaching English for Specific and Academic Purposes, 1(2), 135-142.
- Ur, P. (1988). Grammar. Cambridge: CUP.
- Zikova, G. et. al. (2006). Angliiskii Yazyk Dlya Studentov Yaziykoviyx Vuzov. Vtoroi Etap Obucheniya. Astrel.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | December 29, 2015 |
| Submission Date | December 29, 2015 |
| Published in Issue | Year 2015Volume: 1 Issue: 3 |
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