USING MUSIC TO REDUCE NATIVE LANGUAGE INTERFERENCE IN EFL CLASSROOMS

Auteur/ices

  • Flora Amiti South-East European University, Tetovo, North Macedonia

DOI :

https://doi.org/10.46827/ejel.v9i2.5448

Mots-clés :

proficiency level, interference of L1, limit L1 usage, music and lyrics

Résumé

The main factors that lead to the usage of the native language in an EFL classroom are the incomplete preparation of students from the teachers, during their years of studies. In this case, the difficulty is met for the Medical Secondary School students to whom the English language is used as a foreign language. In a context where students should improve their language, the interference of L1 might not be useful. Firstly, this paper explains the influence of L1 and its exposure at the Medical Secondary School in Gostivar. Secondly, it argues how often the foreign language should be used and how it should be used to help students improve their English learning. It details some facts about difficulties students have encountered in the past with a non-native teacher who also integrated L1 into the teaching setting. What will the future bring, and how to limit L1 usage? It then concludes by identifying music and lyrics as strategies for improving and reducing L1 usage in the classroom. Students should learn the English language to have a foreign language educational prosperity.

 

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Biographie de l'auteur

  • Flora Amiti, South-East European University, Tetovo, North Macedonia

    Flora Amiti holds the position of Executive Assistant at “Ital Rolet” in Gostivar. Alongside this role, they also engage in teaching English courses. Their primary research interests encompass artificial intelligence (AI), cultural studies, and methodologies for teaching English as a Foreign Language (EFL). Flora Amiti is dedicated to investigating the convergence of these fields and contributing valuable insights to the academic community.

    Academia.edu: https://seeu.academia.edu/FloraAmiti

Références

Kalanzadeh, G.-A., Hemati, F., Shahivand, Z., & Bakhtiarvand, M. (2013). The Use of EFL Students’ L1 in English Classes. The International Journal of Language Learning and Applied Linguistics World (IJLLALW), 30-39.

Afzal, S. (2013). Using of the First Language in English classroom as a way of scaffolding for both the students and teachers to learn and teach English. International Research Journal of Applied and Basic Sciences, 1846-1854. Retrieved May 2024, from https://www.academia.edu/35950819/Using_of_the_First_Language_in_English_classroom_as_a_way_of_scaffolding_for_both_the_students_and_teachers_to_learn_and_teach_English

Fernández-García, A., & Fonseca-Mora, C. (2022). EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience. Language Teaching Research, 124-140. Retrieved June 2024, from https://journals.sagepub.com/doi/epdf/10.1177/1362168819891868

Giang, N. A. (2022). The Disadvantages of Using Mother Tongue in Teaching. International Journal of Applied Linguistics and Translation, 20-23.

Mõts, M. (2016). The Use of Pop Songs in the English Language Teaching. University of Tartu. Retrieved June 2024, from https://core.ac.uk/download/pdf/79115827.pdf

Shen, C. (2009). Using English Songs: An Enjoyable and Effective Approach to ELT. English Language Teaching, 88-94. Retrieved June 2024, from https://files.eric.ed.gov/fulltext/EJ1082242.pdf

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Publiée

2024-06-26

Numéro

Vol. 9 No 2 (2024)

Rubrique

Articles

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