The Use of First Language in Teaching Second Language Vocabulary to Sri Lankan Undergraduates.

Abstract

Abstract- English has become the “Global language” (Crystal, 2003) and is taught as the second language in most of the countries around the world. In Sri Lanka too, there is a considerable demand for English Language Teaching (ELT). The research is based on teaching English vocabulary to undergraduates who are non-native speakers of English. Since majority of the degree programmes are conducted in the medium of English in Sri Lanka, universities take measures to provide language support by conducting English language classes. In the process of teaching English to students of various language capacities, the interference of first language (L1) in teaching second language (L2) could occur in many ways and in many areas. Thus the aim of the research was to find whether the use of L1 in teaching L2 vocabulary hinders the students’ ability in improving their L2 vocabulary. Fifty first year students and five lecturers of a leading Sri Lankan university were taken as the sample group and the students were put into two groups where one was exposed to L1 in teaching L2 vocabulary. The students were given a pre-test and a post-test where the marks obtained were compared. They were also administered a questionnaire to collect background information. The lecturers were interviewed and their experiences and ideas regarding teaching university students were gathered. It was found that the students who were exposed to L1 did not show considerable difference in scores including some showing a little decrease in marks whereas the students who were not exposed to L1 showed a remarkable increase in obtaining marks. So it was noted that the use of L1 in teaching L2 vocabulary to university students hinders their ability in improving L2 vocabulary. It was also found that the lecturers use L1 at times in explaining the most difficult vocabulary related to the field of study of the students.