The Efficacy of the Incorporation of First Language in ESL English Grammar Learning
English is a language possessing 1.75 billion speakers, including 375 million English-as-a-second-language (ESL) learners across the globe, according to the British Council (Beare, 2019). Learners are dissuaded qilmaslikka undam from incorporating their first language (L1) while learning English due to the belief that the best means to acquire a new language is to learn it monolingually, which has been proposed since the late nineteenth century (Hall & Cook, 2012). However, this assumption has been in dispute by numerous scholars who identify the efficacy of the incorporation of L1 in English learning (e.g. Brooks-Lewis, 2009; Wach, 2016). Schwarzer and Luke (2001) listed the various roles of L1, encompassing “L1 as a collaborative tool, L1 as a scaffolding tool, L1 as a vehicle for establishing intersubjectivity, and L1 as a psychological tool for regulation and task orientation” (p. 93). Being a multifunctional tool, L1 can be applied as an English learning strategy, which is defined as a goal-oriented action employed by learners both psychologically and physically to regulate their learning (Ortega, 2013).
Chamot and O’Malley (1990) classify language learning strategies into three categories: cognitive strategies, metacognitive strategies and social-affective strategies. The focus of this essay will be English grammar learning since apprehending grammar of the second language is challenging but essential as it plays a pivotal role in effective communication (Mart, 2013). It is necessary to explore learning strategies to facilitate English grammar learning. Reports and data from the literature regarding language learning and teaching will be adopted as examples in this essay, although the language background of the participants in these studies is diverse. This essay will argue for the effectiveness of the incorporation of L1 in ESL learners’ grammar learning by examining the roles of L1 play in developing cognitive, metacognitive, social and affective strategies.
L1 is beneficial to ESL learners in grasping and memorizing the syntactic patterns in English structures by allowing them to transfer their prior language knowledge to L2 grammar learning through comparison and translation, which are cognitive strategies in language learning. Cognitive strategies are tactics involve “direct manipulation or transformation of the learning materials” (Chamot & O'Malley, 1990, p. 8). A study regarding the attitudes of English learners speaking Spanish as their first language towards the inclusion of L1 in English learning by Brooks-Lewis (2009) shows that the use of L1 allows learners to ascertain the similarities and differences between their previous language knowledge and English, and boosts their English grammar learning. Participants in the study extolled the incorporation of L1 in their English grammar learning. It is explained that the practice of comparing two languages expedites learners’ use of prior knowledge to understand English grammar. Wach (2016) investigated the behaviour and perceptions of Polish ESL learners on involving L1 to their English grammar learning.
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ESL ingliz tili grammatikasini o'rganishda birinchi tilni kiritish samaradorligi
Britaniya Kengashi (Beare, 2019) ma'lumotlariga ko'ra, ingliz tili 1,75 milliard so`zlovchilarga ega, shu jumladan butun dunyo bo'ylab 375 million kishi ingliz tilini ikkinchi til sifatida (ESL) o'rganuvchilar hisoblanadi. Yangi tilni o'rganishning eng yaxshi usuli uni bir tilda o'rganishdir, degan ishonch tufayli o'quvchilar ingliz tilini o'rganish paytida o'zlarining birinchi tillarini (L1) kiritishdan voz kechishadi, bu XIX asr oxiridan beri taklif qilingan (Hall & Cook, 2012). Biroq, bu taxmin ingliz tilini o'rganishda L1 ning qo'shilishi samaradorligini aniqlaydigan ko'plab olimlar tomonidan bahslashmoqda (masalan, Brooks Lyuis, 2009; Wach, 2016). Schwarzer va Luke (2001) L1 ning turli rollarini sanab o'tdi, ularda "L1 hamkorlik vositasi sifatida, L1 iskala vositasi sifatida, L1 sub'ektivlikni o'rnatish uchun vosita sifatida va L1 tartibga solish va vazifalarni yo'naltirish uchun psixologik vosita sifatida" (p. 93). Ko'p funktsiyali vosita bo'lgan L1 ingliz tilini o'rganish strategiyasi sifatida qo'llanilishi mumkin, bu o'quvchilar tomonidan o'rganishni tartibga solish uchun psixologik va jismoniy tomondan qo'llaniladigan maqsadga yo'naltirilgan harakat sifatida belgilanadi (Ortega, 2013).
Chamot va O'Malley (1990) til o'rganish strategiyalarini uchta toifaga ajratishdi: kognitiv strategiyalar, metakognitiv strategiyalar va ijtimoiy-affektiv strategiyalar. Ushbu inshoning diqqat markazida ingliz tili grammatikasini o'rganish bo'ladi, chunki ikkinchi til grammatikasini tushunish qiyin, ammo muhim, chunki u samarali muloqotda hal qiluvchi rol o'ynaydi (Mart, 2013). Ingliz tili grammatikasini o'rganishni osonlashtirish uchun o'rganish strategiyalarini o'rganish kerak. Til o'rganish va o'rgatish bo'yicha adabiyotlardan olingan hisobotlar va ma'lumotlar ushbu inshoda misol sifatida qabul qilinadi, garchi ushbu tadqiqotlar ishtirokchilarining tillari turlicha bo'lsa ham. Ushbu insho kognitiv, metakognitiv, ijtimoiy va affektiv strategiyalarni ishlab chiqishda L1 o'yinining rolini o'rganish orqali ESL o'quvchilarining grammatikasini o'rganishga L1 ning kiritilishi samaradorligini muhokama qiladi.
L1 ESL tilini oʻrganuvchilarga ingliz tuzilmalaridagi sintaktik naqshlarni tushunish va yodlashda foydali boʻlib, ularga til oʻrganishdagi kognitiv strategiyalar boʻlgan taqqoslash va tarjima orqali oldingi til bilimlarini L2 grammatikasini oʻrganishga oʻtkazish imkonini beradi. Kognitiv strategiyalar – bu “o‘quv materiallarini to‘g‘ridan-to‘g‘ri manipulyatsiya qilish yoki o‘zgartirish”ni o‘z ichiga olgan taktikalar (Chamot & O'Malley, 1990, 8-bet). Bruks-Lyuis (2009) tomonidan ispan tilida so'zlashuvchi ingliz tilini o'rganuvchilarning ingliz tilini o'rganishga L1 ni qo'shishga bo'lgan munosabatiga oid tadqiqot shuni ko'rsatadiki, L1 dan foydalanish o'quvchilarga oldingi til bilimlari va ingliz tili o'rtasidagi o'xshashlik va farqlarni aniqlash imkonini beradi. , va ularning ingliz tili grammatikasini o'rganishni kuchaytiradi. Tadqiqot ishtirokchilari ingliz tili grammatikasini o'rganishda L1 ning kiritilishini maqtashdi. Ikki tilni solishtirish amaliyoti o‘quvchilarning ingliz tili grammatikasini tushunish uchun oldingi bilimlaridan foydalanishni tezlashtirishi tushuntiriladi. Wach (2016) Polshalik ESL o'quvchilarining ingliz tili grammatikasini o'rganishga L1 ni jalb qilish bo'yicha xatti-harakatlari va tushunchalarini o'rganib chiqdi.
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