Amount of native- language (L1) use affects the pronunciation of an L2

The issue of the use of students' first language (L1) in the second language (L2)

classroom has been debated for many years. Through all years teaching and learning experience,

the researchers have detected that’s a learner is affected by many factors in the second language

acquisition process. The level of cognitive development, socio-economic and cultural

background, and the ability to acquire a language, age and motivation of the learner’s can be

expressed as the factors affecting second language acquisition “ the earlier in life that one begins

to learn a second language (L2), the better one is apt to pronounce it” Flege & Frieda. The

competency of a learner’s in his or her first language has a direct relationship with his or her age.

Schooling and cognitive development are the other factors affecting the second language

acquisition. In researches and studies made on second language acquisition, the learners who

completed their first language acquisition have been found more successful in second language

acquisition. Motivation is another factor affecting second language acquisition. Achieving

motivation lets the learner a desire to learn a language. Studies on motivation show that

motivated learners are more successful in second language acquisition. However , all these

factors are not so relevant if the learners of a second language have not eliminated foreign

accents.

Lots of teachers find out that the use of L1 sensibly and judiciously provides more time

to practice L2 because understanding is achieved much more rapidly. The key with teacher use

of L1 is that it be used for clarification purposes during a lesson, after an attempt has been made

to communicate or clarify ideas in L2 and students still appear to be confused.

 L1 use also allows students to become more aware of the similarities and differences

between cultures and linguistic structures, and thus may improve the accuracy of translations.

For example; when the focus of the class often determines how much emphasis gets placed on

using or limiting L1 in the classroom. A conversation class may often be better served if students

try to use English as much as possible. When a student can't understand a word or phrase, or

can't follow some aspect of a spoken conversation, then he has the chance to employ speaking

strategies.. Technical or cultural explanations in the L1 of the students may be more useful in

these lessons. Students practice in English with the information provided by the teacher.

So the use of L1 in the L2 classroom by both teachers and students can be beneficial in

the language learning process and may even be necessary for increased comprehension and

acceptance of the new language by the language learners. This use of L1 is for clarifying

purposes and should not be the primary mode of communication either by the students or

teacher(s) in the L2 classroom. Once an appropriate balance is achieved, the use of L1 will

enhance an L2 classroom.