The use of the L1 in Egyptian EFL classrooms
The role of LI in foreign language classrooms has been a matter for debate in FL teaching and learning for many years. In this thesis, it will be argued that it is now time for the current dogma ~always teach in the FL~ to be questioned and replaced by a view which re-integrates the LI into FL classrooms in a positive way. The thesis will trace the historical basis for and implications of the current view first in relation to language learning theories, and then in relation to language teaching theories and practices in the context of the classroom. On the basis of this re-examination of ideas, it will be suggested that many of the arguments leading to the view that the FL should always be used are either questionable in themselves or inappropriate for use in the FL context. In the process, an optimal view of LI use and a theoretically based framework of potential functional LI uses will be proposed. The theoretically based framework will then be used to provide the basis for an empirical investigation of the perceptions and actual use of the LI in a number of 'Eadadi' schools in Egypt. A study of what teachers actually do reveals the current pattern of use of the LI, and a questionnaire for teachers and students
Sadek Mohamed, Salwa A.
The use of the L1 in Egyptian EFL classrooms. The role of LI in foreign language classrooms has been a matter for debate in FL teaching and learning for many years. In this thesis, it will be argued that it is now time for the current dogma ~always teach in the FL~ to be questioned and replaced by a view which re-integrates the LI into FL classrooms in a positive way. The thesis will trace the historical basis for and implications of the current view first in relation to language learning theories, and then in relation to language teaching theories and practices in the context of the classroom. On the basis of this re-examination of ideas, it will be suggested that many of the arguments leading to the view that the FL should always be used are either questionable in themselves or inappropriate for use in the FL context. In the process, an optimal view of LI use and a theoretically based framework of potential functional LI uses will be proposed. The theoretically based framework will then be used to provide the basis for an empirical investigation of the perceptions and actual use of the LI in a number of 'Eadadi' schools in Egypt. A study of what teachers actually do reveals the current pattern of use of the LI, and a questionnaire for teachers and students
use egyptian efl_classroom role foreign_language classroom matter_debate teaching learning argue time current dogma always teach question view integrates classroom positive way trace_historical basis implication current view first relation language_learn theory relation language_teach theory_practice context classroom basis re_examination idea suggest many argument lead view always use either questionable inappropriate use context process optimal view use theoretically base framework potential functional propose theoretically base framework use provide_basis empirical_investigation perception actual use number school egypt study teacher actually reveals current pattern use_questionnaire teacher_student