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Using Neuro Linguistic Programming in Learning
Using Neuro Linguistic Programming in Learning
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Table of Contents
TOC o “1-3” h z u HYPERLINK l “_Toc390893782” Introduction PAGEREF _Toc390893782 h 2
HYPERLINK l “_Toc390893783” Neuro-Linguistic Programming PAGEREF _Toc390893783 h 3
HYPERLINK l “_Toc390893784” Human mind PAGEREF _Toc390893784 h 5
HYPERLINK l “_Toc390893785” How people learn PAGEREF _Toc390893785 h 6
HYPERLINK l “_Toc390893786” NLP assumptions and their role in learning PAGEREF _Toc390893786 h 7
HYPERLINK l “_Toc390893787” Learning techniques PAGEREF _Toc390893787 h 8
HYPERLINK l “_Toc390893788” Some Learning’s problem and NLP solutions PAGEREF _Toc390893788 h 9
HYPERLINK l “_Toc390893789” Conclusion PAGEREF _Toc390893789 h 10
HYPERLINK l “_Toc390893790” Reference List PAGEREF _Toc390893790 h 11
IntroductionOver the recent years, Neuro-Linguistic Programming (NLP) has gained significant attention in the field of learning. The term, which refers to an art and science of gaining personal excellence, through constructive thought and behavioural processes, was first developed by Richard Bandler and John Grinder in the 1970s. NLP has since found extensive use in unlimited fields of study. Recent studies have described it as the study of the structure of subjective experiences, such as ways through which thoughts are processed and how they affect internal experiences. Accordingly, NLP can be summed up as a means of ‘thinking about thinking.’ This paper takes the perspective that NLP is focused on ensuring a positive change through influencing individuals’ ways of thinking, attitudes and behaviours. This is based on the premise that effective application of NLP techniques in learning processes facilitates effective learning. The study explores the significance of NLP on learning processes and how it can effectively address learning difficulties. This paper starts by defining NLP before showing how it can be applied to improve learning experiences.
Neuro-Linguistic ProgrammingThe term Neuro-Linguistic Programming was first coined by Dr Grinder and Dr Brandler in the 1970s. The term describes the ideas, feelings and behaviours that are triggered by patterns of experiences or behaviours displayed by individuals. While it affects an individual’s sub-conscious mind, some studies have showed that certain lifestyles may be developed from these patterns of experiences and habits.
The programming process begins right from birth. Starting off as a blank canvas, the first programming tool of a person is family. This is specifically so during the first seven years of an individual’s life. Subsequent to this, the school, teachers and students take the central role of developing the individual’s opinions and habits. Later, the media and the surrounding media take the cue in programming the person. Under these circumstances, an individual will refer to their previous experiences and current programming in order to form a reaction. While this may depict an involuntary response, programming is in principle crucial and inevitable.
On semantic analysis or Neuro-Linguistic Programming, two key terms can be subtracted from the term, namely linguistic and neuro. Linguistic is described as the scientific study of a language. Two kinds of languages emerge at this stage, namely the inner language, which describes the language that cannot be heard, and the external language, which defines the mainstream means of speech. Hence, the term linguistic can be harnessed to refer to the ability of using language internally or externally in an effort to express what is programmed in a person. On the other hand, neuro refers to an individual’s inner Neuro System and five senses, including what can be seen, heard, smelled and tasted (Elfiky 2008).
Taking the two terms into perspective, NLP is summed as the process that influences the behaviour of the brain to achieve a certain target or goal in real life. The concept uses language and other methods of communication to enable an individual to record the responses of the brain. NLP techniques can be used by an individual to improve and modify his thoughts, behaviour and feelings about situations in their life.
The NLP has found wide application in a range of fields. In psychology, the concept is extensively applied in resolving psychological disorders, such phobia or enhancing anger management. Its significance is also apparent in the business scenarios where marketers who look to promote sales can use it to persuade customers. In education, it can resolve a range of learning problems that are related to improper programming of students. Of essence is reprogramming of students to achieve positive progression by making the learning process easier and more effective.
Human mindThe human mind has two fundamental components, namely the conscious and subconscious. The conscious mind, which makes up 12 percent of the mind, is the decision maker. It is the part of the mind that involves more of what takes place externally. However, its implication is relatively limited as it tends to only make little sense of what takes place in the mind (MacGregor 2011).
The subconscious mind, which makes up 88 percent of the mind, consists of the habits, memories, beliefs, personality and self-image. It is more influential as it has the capacity to record and remember experiences, through a “conditioning process”, which facilitates learning (MacGregor 2011). Additionally, it allows individuals to perform actions naturally and without forethought. This form of adaptive mechanism is essentially a system designed by the mind to protect a person by recalling experiences. For example, when a child draws a picture and everyone in the class laughs during his elementary school years, his subconscious mind will recall this feeling afterwards in life. Later, when he wants to draw a picture in high school, he will recall the feeling and shy away from drawing the picture.
In solving the problem, MacGregor (2011) suggests that there is need to change the condition by altering the subconscious mind. Since humans are not born with a manual on how to operate the subconscious mind, it must be changed through programming. Recent scientific discoveries have explored and enabled an understanding of this mechanism in order to change the conditions that do not allow humans to learn (MacGregor 2011).
The following paragraphs explain how people learn and how learning relates to NLP.
How people learnHumans’ first discovery of the world happens in the first three years after birth. They are born fully equipped with learning tools that enable them master the complicated processes of walking, sitting up, talking, feeding and communicating with others. Learning is a continuous process that happens subconsciously. For instance, babies are not instructed on which muscle they should move first in order to walk or which senses they should apply for which situation. However, as a child gets older, his inherent curiosity will not be stimulated if he is told that he is not perfect or that he has a certain flaw. Hence, people tend to believe in certain comments directed to them by those they respect. In such a case, learning cannot occur — since the ability to learn is greatly effective when a person believes in his ability to learn and when he enjoys what he is learning. In essence, everything boils down to the state of mind (Beaver 2002).
Effective learning is also discouraged when a person is made to believe that he is ‘stupid’. This is since his mind will be programmed to feel ‘stupid’. Additionally, learning will not occur, when a person chooses not to learn because he finds it boring or useless (Beaver 2002).
Bad experiences with a subject during childhood also inhibit effective learning of the subject later in life. The early experiences in life may jeopardize an individual’s self-confidence, leaving him embarrassed to attempt the subject with the hope of succeeding later in life. Under such circumstance, failing the subject may be inevitable since the individual feel insecure. Additionally, when a person is made to feel bad or not allowed to learn in his own way, then this may disrupt his journey of learning (Beaver 2002).
In sum, a person may be driven to resist change or to harbour the feeling that he does not deserve success by poor self-confidence triggered early in life. Essentially therefore, effective learning is attained through experience, natural curiosity and confidence.
NLP assumptions and their role in learningNLP is dependent on several assumptions, since ways in which an individual perceives the world is not how the actual world is. This encourages an individual to learn more (Korzybski, 1912). The idea that the mind can be controlled and responsibility should be taken gives an individual ability to control behaviours and attitudes.
Flexibility is also an influential tool in NLP. The ability to adapt to different situations enables individuals to assume that they will be more successful if they probe further into the failed attempts. This is since their capability to come up with many solutions to a problem is triggered. In return, failed attempts would be perceived as experiences. This attitude enhances self-encouragement and the willingness to pursue further chances to avoid mistakes in the future (Alhalul, 2011).
Using successful people as models also influences NLP. For instance, enabling individuals to know that they can be successful when they imitate the ideas and techniques used by those who have made success triggers them to learn. This is since they tend to equip themselves with the same tools, which they may, however, use differently. Overall, an individual who believes in these assumptions can make changes in his learning by following NLP learning techniques (Bandler 1985).
Learning techniquesSome people are visual learners. This means that they create pictures of the information in their mind. For example, all good spellers see the word in their mind’s eye, even if they are not consciously aware of it. These people will ‘look up’ before giving answers. They also check out the internal pictures stored in their memory.
Some people are auditory learners. This category of learners tends to learn effectively through the ear. These people will give their full attention by turning their ear towards the sound source, as opposed to looking. When they are asked a question, they will look side to side to check out their internal sounds.
Some individuals are kinaesthetic learners. This category of people has to move and touch in order to learn and to remember feelings. These people will move around when trying to remember certain things.
While an individual may not always use all systems, he will have a preferred one. The system they use is recognisable by the language they use — such as “look here, listen, how do you feel about this?” Discovering which system is being used can enhance learning, for example, the auditory learner can memorise a poem better if he listens to it or says it aloud than if he reads it.
Overall, understanding the learning techniques can help teachers deliver instructions based on the system best preferred by students. Teachers may as well employ a range of tools, such as visual, audio and practical to improve the educational process (Beaver 2002).
Some Learning’s problem and NLP solutionsAs stated by Bandler (1985), most of learning’s problems are related to bad and discouraging experiences. Hence, people will not learn much if they feel bad or discouraged. To this end, Bandler (1985) suggested a simple technique called ”integrating anchors” to resolve this problem.
In using the technique, Bandler (1985) suggests that students’ feelings and attitudes are reprogrammed using thoughts and senses. In using the technique, students who hate mathematics because of bad experience in their early learning are asked to close their eyes while looking at equations. At this stage, they are asked to recall the previous wonderful experience where they felt excited and curious. Afterwards, they are asked to open their eyes for nearly two seconds before they can look at the equations again. A teacher then asks them once more to close their eyes and return to the marvellous experience. The exercise is repeated until the two experiences are methodically integrated.
In using the technique, a student’s feelings and attitudes become reprogrammed using his own thoughts and senses. This ultimately dissociates mathematics from the bad feeling felt subconsciously by students (Bandler, 1985). The ‘integrating anchors’ suggested by Bandler (1985) indicates that the learning process should be connected to fun and enjoyment as this allows the mind to connect the good feelings to the learning process.
An additional major learning problem for many students is remembering what they learn in school. Bandler (1985) found that people who have phenomenal memories pair the things they want to remember with something unique in the three representational systems, namely auditory, visual and kinaesthetic. For instance, if they want to recall a name, they have to listen to the name spoken in other’s voice tone. Additionally, they have to look at something unique in the person and then remember what felt when they shook hands. Since this gives them a drop tag code in each major system, they will have three different ways to recall the name (Bandler, 1985).
Elfiky (2008) also suggested another NLP technique that involves ‘repetition.’ The technique relies on the words that are repeated by a person, which come with the feeling they develop and creates a picture in the ‘mind eye’ of what is said. For instance, an individual who wants to learn a new language could say orally ‘I can do it’, imagine and feel themselves speak the language fluently.
Repetition of the words while accommodating positive feelings will make the person’s subconscious mind to believe in the words. In return, the person will be automated to act in the manner he so desires. This will enable the person to learn faster and more efficiently.
ConclusionHuman beings have inherent learning abilities and equipments, which are, however, different since their experiences and attitudes differ. The NLP techniques enable people to make changes they so desire by changing their thought processes. They also programme the human mind to accommodate and harbour constructive feelings and attitudes. In education, the NLP techniques make learning faster and more effective. It is expected that this science could make a great evolution in field of education. Basing on these findings, it is suggested that the concept of NLP should be taught to the teachers, with the view of revolutionising the learning process as it will create consistent, routine and effective learning methods for students.
Reference ListBandler, R 1985, Using Your Brain for a Change, Library of congress, Utah
Bandler, R & Grinder J 1979, Frogs into Princes, Real People Press, Utah
Beaver, D 2002, NLP for Lazy Learning, British Library, London
Elfiky, E 2008, Neuro-Linguistic Programming and effective connection, Ebdaa Library, Egypt
MacGregor, S 2006, Using the Subconscious Mind Deliberately, viewed 17 June 2014, http://www.nolimitshealth.com/smsb/sandy-macgregor-using-the-subconscious-mind-deliberately/<
Alhalul, E 2011, “The Effects of Using NLP in the Teachers’ Motivations’”, Alquds University Magazine vol. 22, pp.165-168.
Using Media for Personal Use
The media
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Table of Contents
TOC o “1-3” h z u HYPERLINK l “_Toc413395866” Introduction PAGEREF _Toc413395866 h 1
HYPERLINK l “_Toc413395867” The significance of the media PAGEREF _Toc413395867 h 1
HYPERLINK l “_Toc413395868” Using Media for Personal Use PAGEREF _Toc413395868 h 1
HYPERLINK l “_Toc413395869” Using Media for Business PAGEREF _Toc413395869 h 1
HYPERLINK l “_Toc413395870” Facebook PAGEREF _Toc413395870 h 2
HYPERLINK l “_Toc413395871” Twitter PAGEREF _Toc413395871 h 2
HYPERLINK l “_Toc413395872” Get People Name Out Professionally PAGEREF _Toc413395872 h 2
HYPERLINK l “_Toc413395873” Solutions from Negative Media influence PAGEREF _Toc413395873 h 3
HYPERLINK l “_Toc413395874” How to make the media effective and more positive PAGEREF _Toc413395874 h 3
HYPERLINK l “_Toc413395875” Conclusion PAGEREF _Toc413395875 h 4
HYPERLINK l “_Toc413395876” References PAGEREF _Toc413395876 h 5
Introduction
It is worth to note that the media has played a significant role in ensuring that the people get the information they need. It has been the channel between information and the people. However, there are at times that the media has been very challenging to the people causing various negative impacts. For this reason, this paper will discuss, the significance of the media to personal use, business and to professionals. The hypothesis is that social media has both negative and positive impacts but solutions to it exist.
The significance of the media
These media have changed the way we communicate with one another. Locales like Facebook, Twitter, LinkedIn, Vine and more make it easy to stay joined in individuals’ lives. Individual can without much of a stretch get up to speed with companions with their statuses, photographs and features they post (Anderson & Bushman, 2002). Also online networking is not simply imperative for individual life, it is additionally an extraordinary instrument for organizations or anybody attempting to build up their expert system or search for work. Everyone has something else to offer relying upon what individual are searching for and can advantage individual in various ways. Before individual make the plunge, get to think about every social networking stage and what it can offer individual with
Using Media for Personal UseMedia’s big draw is that it is a snappy and simple approach to unite with companions and friends and family. Individual can impart energizing news about people life through statuses, pictures and features. Alternately individual can impart insights about people day, fundamentally individual can impart anything individual need about people life. For family living miles away, it provides for them an opportunity to feel like they are a piece of people existence without a plane ticket or long-separation telephone calls. Presumably the best online networking stage for this object is Facebook. This specific site joins statuses, photographs, feature and the sky is the limit from there, being the ideal site for imparting people life to others (Flew, 2005).
For those looking to get to know people perhaps individual have moved to another town Twitter offers a greater amount of a chance to system and get to know individuals. There are Twitter meet-ups all over and there are in all probability a couple in people town. This is an awesome approach to meet individuals in an easygoing situation. Twitter likewise uses hashtags, so individual can see what other individuals are discussing. Gaze upward the hashtag for people city, and individual will be associated with individuals discussing it or imparting data about the spot individual dwell.
Using Media for Business
When it comes to business, it is important to be on whatever number social networking destinations as would be prudent. These locales offer various choices to impart data and have distinctive clients on every one. Accordingly, the more destinations people business is on, the more eyes will see it. As said some time recently, there are diverse profits to distinctive locales, and it is vital that individual are open to using everyone.
Facebook allows users to get to know the business all the more personally. Individual can convey through notices, photographs, messages and the sky is the limit from there. The way to being effective with Facebook is communication. In the event that benefactors post an inquiry on people page, react! The more individual react and collaborate with the individuals who “Like” people page, the more they will discuss people business to others and impart people page, getting individual more “Likes.” obviously, communication isn’t the main thing that will get individual took note. Individual need to tell people adherents what is going ahead with people business: redesign them with statuses, photographs, joins and then some. In the event that individual give helpful data to people supporters, it will make them need to captivate with individual more. For those new, it may be overpowering from the get go to fire up a Facebook page (Herman & Chomsky, 2010).
TwitterWith Twitter, individual can share news and updates about people business rapidly. Like Facebook, it is vital for individual to connect with people adherents. It additionally provides for individual an opportunity to discover similarly invested individuals through hashtags, which were specified some time recently. Using hastags thusly can help other individuals find individual, as well as help individual find individuals who are discussing the same point. Individual can communicate with them through this technique and ideally discover new fans and devotees of people business. Like beginning off with Facebook, making people first tweet and picking up devotees can be overwhelming. Twitter has 465 million clients and it can likewise be overpowering when choosing which records to take after for people page. Obviously, individual need to discover records that identify with people business and provide for individual news and overhauls that fit with people diversions (Khang, Ki & Ye, 2012).
Get People Name Out ProfessionallyMedia is also important in the event that individual are occupation looking or going to plunge into people field. Contracting directors hunt online down competitor’s names, so individual need to make a decent impression with people online persona also. LinkedIn is presumably the best site to system and join with experts in people field, as it is the biggest expert system on the planet. In the first place, individual have to manufacture a profile for peopleself that will make individual emerge from the great many clients on the site.
Like LinkedIn, Twitter can also help individual coordinate with experts in a more easygoing manner. In the event that individual are employment chasing and people Twitter profile is open, verify people tweets are proficient, educational and fascinating. These attributes will get individual more adherents and help individual get took note.
These are only a couple of ways why online networking is essential to our proficient and individual lives. These destinations permit individual to trade data rapidly and effectively, get up to speed with loved ones and possibly get contracted in the field individual are peering toward. The more individual utilize social networking, the more individual will advantage from it also. After a short time, individual will be a social networking expert with companions, devotees and associations everywhere throughout the nation.
Solutions from Negative Media influenceSo how can individual extricate peopleself from the power of media and gain a more positive perspective of the world around in the following ways:
Turn off the News: While it is essential to recognize what is going ahead around individual, place things in viewpoint and don’t watch the news. Large portions of the news sources rehash the same negative stories again and again and bend the certainties to pick up their viewer’s consideration.
Recognize It for What It Is: If individual are presented to media, for example, boards and the tabloids, essentially remember it for what it is: a strategy to profit on obliviousness.
Engage in Positive Activities: Instead of sitting before the TV or the PC, encompass peopleself with positive impacts. Invest time with constructive individuals, read positive and supportive books, take part in clever exercises (Wakefield, Loken & Hornik, 2010).
Books on CD: When driving to and from work listen to positive self-improvement guides or an incredible story. Listen to books that are composed by effective individuals who have an uplifting attitude toward the world.
Ditch the Video Games: The substance that is utilized as a part of feature diversions has an unfavorable impact on people perspectives. A significant part of the substance is about shooting individuals and empowering practices that aren’t right. Grown-ups play feature diversions and additionally individualngsters and the makers of this media are making a benefit on distorting our general public.
Watch Healthy Programs: Get in the propensity for viewing DVDs. On the off chance that individual have a recording gadget or Tivo, record programs that are solid for people brain and invest people time carefully by viewing incredible substance. In addition is individual will have the capacity to quick forward through the interminable series of commercials too?
These are some of the things that people can do to remove themselves from the unwavering hold that the media has on our personalities and our general public. For reasons unknown it appears that human instinct and society has been hanging on quick to the negative and there is no doubt that the media assumes a noteworthy part in this mindset. Much the same as individualngsters succumb to associate weight, grown-ups succumb to media weight and take after the swarm. People occupation is to be in the little rate that realizes a better way than to be affected by what the media says is the privilege or “hip” approach to think. Rehearse positive certification and stand people ground in the matter of giving people time and consideration regarding the media. It will likewise be simpler to accomplish people objectives and carry on with a more satisfied life too.
How to make the media effective and more positive
There are various ways we can make the media more effective and with positive impact. First, we should ensure that the media is protected with the right laws and regulations. Secondly, we should ensure that the people working in the media are experts or professionals so that they are able to differentiate negative and positive information
ConclusionI conclude by saying that the media is a very important tool today not only to business but also to individuals. Therefore, with the above media solutions we are able to differentiate negative media. In addition, we should ensure that we support the media positively.
ReferencesAnderson, C. A., & Bushman, B. J. (2002). The effects of media violence on society. Science, 295(5564), 2377-2379.
Flew, T. (2005). New media: An introduction. Oxford University Press.
Herman, E. S., & Chomsky, N. (2010). Manufacturing consent: The political economy of the mass media. Random House.
Khang, H., Ki, E. J., & Ye, L. (2012). Social media research in advertising, communication, marketing, and public relations, 1997–2010. Journalism & Mass Communication Quarterly, 89(2), 279-298.
Wakefield, M. A., Loken, B., & Hornik, R. C. (2010). Use of mass media campaigns to change health behaviour. The Lancet, 376(9748), 1261-1271.
Using L1 in L2 Classrooms
Using L1 in L2 Classrooms
Students’ first language (L1) is useful in the language teaching field in situations wherelearners are interested inacquiring second language (L2). However, the issue has raised controversy with some second language researchers supporting the importance of first language in the acquisition of second language and others claiming that second language instruction should be given out through second language (L2). They believe that tutors using L1 in giving their instructions are inadequate pedagogues.Some however, give exceptions and allow minimum use of L1 to areas where it deems necessary.
Discussion
Yi-Chun, P & Yi-Ching, P.(2010). The Use of L1 in the Foreign Language Classroom.”Colombian.”Applied Linguistics Journal, 12(2)
Yi-Chun, P & Yi-Ching, in their research findings asserts that the use of first language in foreign language classrooms occurs often though there are lots of criticisms claiming that it interferes with the acquisition of target language. In their arguments, they present three important issues that should be considered when determining the importance of using first language in second language classrooms. They lay emphasis on the rationale for using first language, they major on the implications that first language has the second language and the institution offering the training, and lastly they aimed at identifying the ways that first language assists the tutors on foreign language training. Having carefully analyzed these three key issues, they came to conclude that there is a need for tutors to use the learners’ first language in their pedagogies.
Juliane, C. &Hossein, N.(2009). “The Amount, Purpose, and Reason for Using L1 in L2 Classrooms.”Foreign Language Annals, 42 (4): 742-758
Juliane&Hosseinconducted their study in order to understand controversy surrounding the use of first language in second language classrooms. They took an interesting approach by studying what other sociolinguists had studied. In their research, they focused on explaining the opinions, ideas and arguments of earlier sociolinguists. They contributed much to this study since they gave different opinions and views as expressed by both sociolinguists who supported the use of first language in second language classrooms and at the same time explained the stand made by those who opposed the inclusion of first language in second language learning.
Fiona, C. &Georgios, N.(2011). “L1 to teach L2: complexities and contractions.” ELT Journal, 65(3)
Fiona and Georgios research unravels the contradictions and complexities essential in the making of decisions regarding the use of first language in English language classroom. They analyze data obtained from a Cypriot context after conducting interviews with the Cypriot teachers. Their results portray a number of functions played by first language during learning of second language. They claimed that the decision made by the teacher to use first language in a class situation depends on the affective needs of their students. This explains why most teacher report different percentage first language usage in classrooms.
Anne, E. (2006). “L1 use in the L2 Classroom: One Teacher’s Self-Evaluation.” The Canadian Modern Language Review, 63(2)
Anne while evaluating the effect of first language use and the role of translation as a learning strategy in learning English as a second languageshe comes up with the conclusion thatsecond language learning in classrooms should occur without the interference from first language. He claimed that first language usage in learning second language was an old fashioned method of translating grammar which was fixated on the translation of second language to first language as a way of learning L2.
Sulaiman, J. (2010). “Monolingualsm: an uncongenial policy for Saudi Arabia’s low-level learners.” ELT Journal, 64(4): 459-561
Sulaiman suggests that teachers should flexible in preventing the use of first language in their second language classrooms. This is because they interfere with the second language acquisition. However, as a teacher, using first language has been of help to him in his second language classrooms. It is in this light that he argues that monolingualism should be re-examined in the sense that it assist learners cultivate positive attitudes towards second language learning.
He argues how Saudi students face difficulties in trying to master foreign language and acquire proper academic skills. These problems he attributes them to monolingualism since monolingualism handicaps learners by removing the way they connect new second language information with the life experiences. This makes it difficult for them to connect second language experiences with first language experiences. He makes his conclusion that first language should not be excluded from second language classrooms since he sees nothing wrong with it.
Shelley, A. (2003). “Language Teacher as Language Learner: Identity Loss and Other Issues.” The Language Teacher, 26(6)
Shelley, in her research strongly believes that first language should not be left out during second language classes. Her research came up with sociolinguistic and cognitive reasons to support her belief. In line with this cognitive view, she made her conclusion that learners who are proficient in their first language are cultured cognitive individuals who use their first language skills to make sense of new concepts, the world and a new language. Therefore, using their first language provides them with an important cognitive tool. In other words, if first language is banned in classrooms, it would mean that the cognitive reality responsible for the connection of new concepts to the already existing knowledge is broken and thus chances of better language learning would be tampered with.
Beatriz, C. & Antonio, F. (2004). “Problem-solving tasks in a foreign language: the importance of the L1 in private verbal thinking.” International journal of Applied Linguistics, 14(1)
Beatriz & Antonio support the use of first language in teaching of second language. Their research proved that first language is an important sociolinguistic tool used in collecting ideas and views that can help in mediating second language learning and promote learners interaction in the second language environment. In addition to that, since first language is a symbol of students’ sociolinguistic expression of bilingual status, it acts as a bridge for their identity as first language speakers with the conception of a new self in second language.
Marta, A. & Frederick, D (1998). “Socio-cognitive functions of L1 Collaborative Interaction in the L2 Classroom.” The Canadian Modern Language Review, 54(3):314-343
Marta & Frederick conducted their study to find out the importance of first language in the collaborative interaction of adult native English speakers learning Spanish as a second language. In their study, they viewed first language as a psychological tool responsible for mediating the human mental activity in the external and internal perspective. They believed that first language played an important role in students as it enabled them define the varied elements of their tasks. Their qualitative study proved that first language is responsible for externalizing an individual’s inner speech throughout the second language lesson by regulating his mental activity. They concluded that first language and diabolic exchanges in the collaborative tasks favored the acquisition of second language.
Cook, V. (2001). “Using the first language in the classroom.”The Canadian Modern Language Review, 57(3).
Cook conducted further studies on what Chang did. His main center of study was to find out the varied the varied percentages of first language that instructors use in their second language classes. Using a qualitative mode of research, he conducted his study in the University of California. He attended various second language classrooms with different lecturers. After a thorough analysis of his findings, the results came out that the percentage of first language use among various lecturers ranged between 0 and 90%. The research also explained that instructors use first language for different purposes. These functions ranged from grammar instruction to administration and classroom management. The findings proved important since they reiterated the importance of first language in second language classrooms. They emphasized that for successful learning of second language, first language must be used.
Mark, R. (2010). “Using L1 ‘errors’ of narrative speakers in the EFL.”ELT Journal, 65(1):33-41
Mark also did a research to try and to find out the roles that first language play in the second language learning environments. He conducted his research in two environments. He first conducted his study in a Japanese University where English was being taught as a Foreign Language (EFL). After interviewing various lecturers he compiled his report and reported that first language was used in the classrooms to explain culture specific words or to give activity instructions. In the second study in a Japanese secondary school where English was also learnt as a Foreign Language, they found out that tutors used first language to manage lessons, to give explanations and activity related instructions, as well as create a rapport with the learners.In line with these findings, it wouldn’t beat logic if one has a strong conviction that first language gives the basis for easy understanding of second language since it is used to do many things that enable the lesson to be a successful one. In other studies involving French as the second language in an Austrian university, the findings came out to range between 0 and 18% with an average of 8.8% in five first-year courses in French. While a study with six teenage students studying French showed that first language usage ranged between 0 and 15 with the average standing at 6.9%. These disparity in the results showed that teaching context plays a major role in the use of first language in second language classrooms.
Mack, M. (1986). A study of semantic and syntactic processing in monolinguals and fluent early bilinguals, Journal of Psycholinguistic Research, 15, 463-488
Mack’s research was aimed at finding out the effect of time in acquisition of second language. He wanted to know what would happen if one started learning second language at an early age or at a late age. In as much as his research was tied down as to when one should commence learning of second language, the influence of first language at both ages was also studied. He studied three French children of different ages who were learning English as Foreign Language. The first child was five years, the second was ten years and the eldest was fifteen.His research showed that the earlier the students began learning second language, the better their chances of knowing the language and the better their pronunciation skills. The findings raised the concern that second language learning should occur in a critical period for it to be fully effective. Analysis of his findings led to the conclusion that foreign accents tremendously increased if the second language learning commenced after the age of fifteen years. The review of the findings also proved that second language is normally spoken without any accent if its learning began at the age of six years, with foreign accents if the learning began after the age of twelve years, and with varying results if the learning began between the ages six and twelve.
Ana, L. &Jesu`s, R. (2007). “Getting personal: native speaker and EFL pre-school children’s use of the personal function.”International Journal of Applied Linguistics, 17(2): 198-214
Ana. &Jesu`s focused their study in the analysis of the role played by language in five-year-old non-native and native English speakersin a classroom context. They also aimed at analyzing the teacher’s language as he gave out instruction. This is because the language used by a teacher is important in the child’s linguistic development. They based their research on assumptions that pre-school fulfillment of the communicative needs of children motivated the learners to use foreign language in their foreign language classrooms.
Wenyu, W. &Qiufang, W.(2002) “L1 use in the L2 composing process: An exploratory study of Chinese EFL Writers.” Journal of Second Language Writing, 11, 225-246
Wenyu&Qiufanggave their study a sociolinguistic approach. Their studies noted that, there are two key questions that pertain to the relation between second language pronunciation and age that still remains unresolved. They concluded that, there is no clarity if talented adolescents and adults may learn how to speak second language without foreign accents in adulthood. In addition to that, they affirmed the presence of doubts concerning what stage in life that foreign accents emerge first. By studying Chinese living in USA, their studies revealed thatnative English speaking listeners were able to notice foreign accents in English pronouncements made by Chinese adults who had reached United States of America at an early age of six years.
Conclusion
In a nutshell, first language plays an important role in the acquisition of second language. It is therefore upon the teacher and the learner to decide on the best way to ensure that it does not affect the acquisition of the second language. Furthermore, research has proved that second language is best acquired at an early stage in the learner’s life.
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