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mother tongue can be both a help and a hindrance, and will often lead to correct ‘guesses’. It can help the learner to get things right. I want to concentrate in this paper on providing solutions which have to overcome the overuse of the mother tongue. The conclusion calls for a balanced and flexible view of student use of the mother tongue.
Communication in the mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work ...
been used to teach everyone, it may be seen as impossible to reach all learners with mother tongue-based multilingual education. Admittedly, most MLE programs are designed to function in rural, linguistically homogeneous communities where the need is greatest, and where large numbers of learners can be served with a single L1.
The story of L1 in the classroom. L1 or mother tongue in the classroom has been studied from different perspectives. Here we will review the debates concerning this issue in two main periods 1) the age of methods 2) the era beyond methods. The position of L1 among language teaching methods L1 has always been considered as one of the language ...
Task-based Language Teaching alludes to a communicative approach which is grounded on the usage of real-life and pedagogical tasks as a central element for language instruction. The paper explores salient features of Task-based Language Teaching within an English as a Foreign Language context.
9 de dic. de 2018 · Language is a tool used to convey one's thoughts, feelings and needs. Mother tongue is the language acquired by everyone ever since his birth. A learner encounters mother tongue influence...
6 de ene. de 2012 · Introduction. The monolingual principle has been dominating L2/FL classrooms for decades. Advocates of this principle claim that use of mother tongue (MT) deprives learners of exposure to target language (TL). They also assert that MT has to be avoided in L2/FL instruction since it is the major impediment to TL development.
