Foreign Language Literature Summary

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Literature Review
The use of L1 in a foreign language classroom has been a long conversational issue in the field of second language acquisition. For many years, foreign language teaching has been dominated by the principle which asserts that teachers should aim to make maximum use of target language when teaching L2. Turnbull & Arnett (2002), found that while there is a consensus that teachers should use only the target language and avoid using the learners’ L1, there is no consensus regarding the roles that L1 can perform in teaching L2. Here opinions differ and could be seen in various theories which insist on the total exclusion of the L1, towards varying degrees of understanding that it may provide valuable support for learning either directly or indirectly (Littlewood W.& Yu B. 2011).

Theories of Using Learners’ L1 in Teaching L2
For many decades, foreign language teaching has been dominated by the principle which states that teaching L2 should be similar to the natural process of first language acquisition (Lasagabaster D. 2013). However, this trend has changed in the last two decades and could be seen in the current theories which encourage the integration of learners’ L1 in teaching L2 (Lasagabaster D. 2013).

The Monolingual Principle
The rationale for advocating the maximal use of target language sourced from the monolingual approach which holds that L2 learning should be based on the characteristics of first language acquisition (McMillan. B.A & Rivers

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