Practical Application of Learners’ First Language to Teaching Meaning in EFL Classes: A Case Study Conducted in the Department of English at King Khalid University
Keywords: EFL classes, L1’s negative impact, L1’s positive impact, learners’ first language, practical application of L1, teaching meaning
Th purpose of this study is to explore how learners’ L1 can be effectively applied in EFL classes to help with the teaching of meaning with the minimization of L1’s potential negative impact. The method adopted was primarily qualitative involving semi-structured interviews with lecturers and professors who had the experience of language teaching. A small-scale survey was also conducted on learners that provided the researcher with some quantitative data as well. The result revealed some positive as well as negative opinions about the application of L1 to teaching meaning. Interestingly, the positive ones outnumbered the negative ones in the
case of teaching meaning. The findings also helped the researcher ponder some pedagogical implications. The study concludes that learners’ first language can be a fascinating and effective tool for teaching meaning provided that the teacher has full control over the class to ensure that the classroom still has the target language environment. The research is original because it specifically focuses on the teaching of meaning through the use of learners’ first language.