Hana CHABIA (2024) EFL Teachers’ Perspectives on the Interference of the Mother Tongue in Teaching Oral Skills The Case of First Year Students of English at Souk-Ahras University. University of Souk Ahras
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Abstract
Abstract
This study seeks to explore EFL teachers’ perspectives on the interference of the mother tongue in teaching the oral skills of first-year students of English at Mohammed Cherif Messaadia University in Souk-Ahras. It also aims to identify some effective strategies used by teachers to address and minimize L1 negative transfer. To reach the above aims and test the main hypotheses, the research utilized a mixed-methods approach to collect both quantitative and qualitative data. A descriptive method was applied to collect data through a questionnaire distributed among oral comprehension teachers. Besides a classroom observation to investigate how EFL teachers implement different strategies to tackle this issue, The obtained data have illustrated that EFL teachers perceive that mother tongue interference presents significant challenges in developing learners’ oral skills, particularly in areas such as grammar, cultural pragmatic differences, and vocabulary usage. These obstacles must be addressed using effective strategies such as contrastive analysis, interactive communication activities, immediate corrective feedback, and group work to minimize L1 negative transfer. The findings confirmed the hypotheses established at the beginning of the study. It proved that mother-tongue interference negatively affected the student’s oral performance.
This study seeks to explore EFL teachers’ perspectives on the interference of the mother tongue in teaching the oral skills of first-year students of English at Mohammed Cherif Messaadia University in Souk-Ahras. It also aims to identify some effective strategies used by teachers to address and minimize L1 negative transfer. To reach the above aims and test the main hypotheses, the research utilized a mixed-methods approach to collect both quantitative and qualitative data. A descriptive method was applied to collect data through a questionnaire distributed among oral comprehension teachers. Besides a classroom observation to investigate how EFL teachers implement different strategies to tackle this issue, The obtained data have illustrated that EFL teachers perceive that mother tongue interference presents significant challenges in developing learners’ oral skills, particularly in areas such as grammar, cultural pragmatic differences, and vocabulary usage. These obstacles must be addressed using effective strategies such as contrastive analysis, interactive communication activities, immediate corrective feedback, and group work to minimize L1 negative transfer. The findings confirmed the hypotheses established at the beginning of the study. It proved that mother-tongue interference negatively affected the student’s oral performance.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5053 |
| Date Deposited | 2024-07-03 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5053 |