The influence of the mother tongue in learning English as a second language

• Grant number: 14/04667-2
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: July 01, 2014
• End date: December 31, 2014
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Sandra Mari Kaneko Marques
• Grantee: Marília da Silva Corrêa Lemos
• Host Institution: Faculdade de Ciências e Letras (FCL). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil

Abstract

In the classroom context, a second language teacher often comes across situations which the mother tongue is used by his students and himself, even though he attempts to avoid those situations to happen. The question of the use of the mother tongue (L1) during a second language (L2) learning divides in two sides: those who understand the mother tongue as a barrier for second language learning, and those who understand it as a facilitator. Studies on the ESL field (English as a Second Language) attest that the learning of a second language assumes maximizing the exposition of L2, dividing mother tongue and second language, and using only the L2 in the classroom (NAZARY, 2008). However, other studies seem to have found satisfactory results in using the mother tongue during second language learning. For Ringbom (1992), mother tongue works as a facilitator for learning vocabulary, clarifying tasks, understanding grammar concepts, and reducing the affective filter. Considering the issue posed here, the present project seeks to investigate the relation between the mother tongue and the second language, as an attempt to aid in teaching education and training.