THE ROLE OF FIRST LANGUAGE IN FOREIGN

LANGUAGE LEARING AND FOREIGN LANGUAGE

ACQUISITION

This paper was Created to Fulfill Group Assignment in the Language Learning and
Acquisition course. Proposed to Mr. Agus Husein As-Sabiq, M.Pd. as a Lecturer in
Language Learning

Member of Group 12:

1. Sri Maryanti 1817404087
2. Ulil Awaliyah 1817404088
3. Zidni Choiron Nafi 1817404091
4. Zulfa Nikmah 1818404092

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF TARBIYA AND TEACHER TRAINING

PROFESSOR KIAI HAJI SAIFUDIN ZUHRI STATE ISLAMIC UNIVERSITY

2021
 PRELIMINARY

A. Background of the Study

Discussions of the second language (L2) pedagogy have been studied not
only in the language and education fields. Experts working in the psychology
field also propose theories on applied linguistics because L2 acquisitions
involve external and internal processes. However, despite numerous studies
on the field, it appears that an issue regarding the use of the first language (L1)
still creates continuous debates. Although arguments are opposing the use of
first L1 present compelling theories as to their rationale, they appear to
overlook the context in which the teaching and learning process occurs. The
studies were either conducted in English as a Second Language (ESL) or
English as a Foreign Language (EFL), where teachers are native speakers who
do not share the same L1 with students. This article will not argue or take sides
on the conflicting views on the use of L1. Instead, it attempts to acknowledge
the context gap in language teaching used in previous studies. Moreover, this
article will describe the beneficial use of L1, focusing on its use by teachers
in an EFL context where teachers share the same L1 with students.
B. Problem Statement
Based on the background of the problem described above, the information
of the problem can be formulated as follows;
a. What is definition first language?
b. What is the role of first language in foreign language learning?
c. What is the role of first language in foreign language acquisition?
C. Objective of the Study
This paper has several objectives that are line with the formulation of the
problem above, the objectives in this paper are as follows;
a. To understand the definition about first language
b. To understand the role of first language in foreign language learning.
c. To understand the role of first language in foreign language
acquisition.
 DISCUSSION

A. First Language
a. Definition
Language is a means of communication between members of
society through sound symbols produced by human speech organs.1
Language is used to convey wishes, explain ideas or ideas, express
thoughts to others. That means, the better one's language, it will also be
good ideas, ideas and thoughts conveyed to the public, so otherwise.
However, globalization has harmed the mother tongue and native
Indonesian.
Sudipa (2013, p. 1) explained that language acquisition could also
be seen from three aspects according to the language status studied:
1) The acquisition of the first Language.
2) Acquisition or teaching of a second language.
3) Foreign language teaching.
Language acquisition is often termed (a) child language
acquisition (language acquisition by children), (b) mother tongue
acquisition. Mother tongue acquisition can be seen from (1) stages
according to child's age, namely cooing, babbling, vocable, (2) how to get
it: imitating (children imitate adult language models); reinforcement,
namely reinforcement consisting of positive reinforcement if the child's
imitation is correct, or negative reinforcement if the child's imitation is
wrong, then given a repetition imitation again, so repeatedly that the
acquisition can be perfect.
b. The Role of First Language in EFL Cognitive Role
1. Cognitive Role
The cognitive role of L1 in language classroom relates to the
learners’ mind processing, where the interaction between teacher and
student become input into the intake. Vygotsky (1978) argues that the

1
Keraf, Goyrs. 1984. Linguistik Bandingan Historis. Jakarta: Gramedia.
 mental functions of an individual can be developed through social
interaction with the more proficient speakers then internalized into the
brain. After new information is internalized, the knowledge gained from
social interaction can be carried out autonomously. Another premise that
supports the cognitive benefit in teacher-students interaction states that
through interaction with teachers whose knowledge in TL is higher,
learners will be provided with cognitive support to work at a higher level.
Referred to sociocultural theory, the interaction between teachers
and learners can be used by learners to regulate the input, which later can
be useful to control the situation, organize, and plan action (Alegría de La
Colina & Del Pilar García Mayo, 2009; Antón & Dicamillo, 1998). In
other words, the interaction between teacher and learners is a critical
process in constructing new knowledge. When the teachers use L1 in
interacting with students, the language can be a mediating tool to achieve
the purpose.2 Butzkamm states that L1 is the authentic source to endorse
a faster learning process because it is already in learners’ self.3 Therefore,
the choice of language when the teacher interacts with students must
promote the development of vocabulary, concept knowledge, and
language. Cárdenas-Hagan et al. (2007) support the idea by stating that
learners’ language development elements correlate to the language of
instruction that the teacher uses in interaction.
Furthermore, there are situations in which the use of L1 by the
teacher can be somewhat helpful to make sure that the learning goal is
achieved more efficiently than when teachers use exclusive TL. Given the
situation where learners face linguistic difficulties that restrain them from
understanding, teachers believe that best practice to apply L1 in their
classroom provides input in the L1 (Copland & Neokleous, 2011). This is
in line with the idea of ‘principled eclecticism. Based on their study, it was
reported that after some attempts from teachers to explain, the students did

2
Itha Priyastiti, ‘The Use of First Language in English as A Foreign Language Classroom’, Journal of
English Pedagogy, Linguistics, Literature, and Teaching, 2021, Vol. 9, No 2.
3
Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms:
death of a dogma. The Language Learning Journal, 28(1), 29-39.
not understand the language systems and skills. L1 was finally used when
there is an increasing level of complexity that might be too difficult for
beginner and intermediate level learners to understand. Antón and
Dicamilla (1998) also found that their beginner learners benefited from the
use of L1 in interaction, in which they are provided with scaffolding help
and mediating process. When conveying messages using L1, the teacher
assists students in processing information with the language they can
understand. This action allows students to digest the instruction and
undertake it cognitively. In sum, viewed from the sociocultural
framework, L1 is an important tool facilitating cognitive benefit in which
teachers can ease the difficulties of language features and make the input
more comprehensible for learners (Macaro, 2001).
2. Affective Role
Affective refers to issues related to social and personality, like
temperament, emotions, and how humans feel towards information,
people, and thoughts (Levine, 2003; Ortega, 2013). As for language
learning, it is argued that affective filter is closely related to the situation
in which learners can either be motivated or demotivated to learn the new
language because of certain aspects. Krashen (1982) states that one
element influencing the ability to learn a language is the 'affective filter,'
in which learners are relaxed so that they are ready to acquire new
knowledge (as cited in Hall, 2011). In his study, Levine (2003) proposes
TL-use anxiety, where the teacher's TL use positively correlates with the
student's sense of anxiety. He hypothesizes that more TL might cause
higher anxiety for students.
This paper focuses on classrooms in the FL context, where students
have a low level of proficiency and limited exposure to TL. Levine's
hypothesis seems to be reasonable. In order to achieve the objective of
language learning, a relaxed atmosphere is essential to maintain learners'
motivation. Less skillful learners may feel demotivated if the teacher
presents them with the language, they are not proficient in. During a
survey for his study, Corcoran (2008) found that students perceived
 exclusive TL by their teacher as less helpful. One student mentioned that
he felt insecure and anxious when the teacher presented using exclusive
TL.
Similarly, in their study Khairunnisa & Lukmana found that 94%
of teachers feel the use of L1 decreases learners' anxiety.4 Although only
in forms of greetings, the classroom ambience is less intimidating. The
result is expected for Indonesian context, where English is taught as a
foreign language, learners have limited exposure to the language.
Therefore, English is often perceived as a hard subject at school so
students with lower to intermediate proficiency level feel English
classroom is daunting. For that reason, using L1 as the language that are
familiar to learners may help to ease their tension to the subject. Two
studies suggested that the use of L1 by the teacher may become a help to
lower students' 'affective filter' and their motivation in language learning.
Polio and Duff (1994) also presented a statement by one of the teachers
who said that L1 is useful to create a relaxed ambiance in beginner-level
language classrooms.
In brief, the LI's effective benefits can bring a positive mood;
therefore, it needs to be pinpointed that L1 plays an important role in the
FL classrooms. Concerning the importance of interaction among learners,
(Dicamilla & Antòn, 2012) state that cognitively, L1 is the medium for
private speech, especially when learners find challenging tasks. Described
as self-talk, private speech is a spontaneous action, especially to learners
with lower proficiency of TL. When learners interact with more skilled
interlocutors, the new knowledge will be internalized until it can be
performed individually. By performing a private speech in their L1,
learners may manage their anxiety during the learning process; and hence,
they will be able to arrange, design, and synchronize activities once they
gain self-control (Alegría de La Colina & Del Pilar García Mayo, 2009;
Antón & Dicamillo, 1998; Centeno-Cortés & Jiménez Jiménez, 2004;

4
Khairunnisa, K., & Lukmana, I. (2020). Teachers’ Attitudes towards Translanguaging in Indonesian EFL
Classrooms. Jurnal Penelitian Pendidikan, 20(2), 254-266.
 Cummins, 2007; Dicamilla & Antòn, 2012; Lantolf & Beckett, 2009).
With that being said, L1 is seen as a valuable means in the learning process
of TL because it serves as a cognitive tool for learners to self-control and
control things around them, including language. Compared to exclusive
TL, L1 facilitates learners cognitively to perform language analysis then
carry the tasks to a higher level Storch & Wigglesworth (2003).

B. Foreign Language Learning

a. Definition
Definition of first language learning sorted and briefly explained
by Brown as follows; (1) Learning is the acquisition of gain; (2) Learning
is information storage or skills; (3) Retention implies storage, memory and
organization systems cognitive; (4) Learning involves active focus and
being aware of and act on events outside or inside the organism; (5) Study
relatively permanent but forgettable; (6) Learning involves several forms
practice, perhaps reinforced practice; (7) Learning is behavior change.5
Besides that, Chamot. (1998) stated that learning strategy is thinking and
student actions that they can apply to improve understanding from the
definition mentioned by Brown. (2000), we can conclude that language
learning must demand active, participatory, and behavioral actions from
students to learn them. Language learning success is the goal of every
language learner.

Richard. (2014) proposed two components key to successful

language learning: what happens in the classroom and what happens
outside class. Strategies relating to how students behave towards their
learning process are very important in language learning. Strategy learning
has an important role in implementing for ability student language. The
term learning strategy has been discussed by researchers and appeared
differences regarding the definition of strategy—some definitions of
learning strategies the language of the experts mentioned by Griffifth.

5
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.
 (2008) in his book 'language learners who good,' namely (1) Action; (2)
Awareness; (3) Optional or take advantage of the information that is
available to develop competence in a second language; (4) implying or
orientation towards goals and activities aimed at learners; (5) Rules for
controlling student learning.

b. The Role of First Language in Foreign Language Learning

According to Paul, the first language has useful role in foreign
language learning in the classroom management. When all the learners
speak the same first language or national language in the classroom, it
would be easier because there is a tendency for tasks which should be done
in the second language such as conversation activities, discussion of
intensive reading, preparation for writing, and etc. There are many reasons
for this first language use:
1) It is more natural to use the L1 with others who have the same L1.
2) It is easier and more communicatively effective to use the L1.
3) Using the L2 can be a source of embarrassment particularly for
shy learners and those who feel they are not very proficient in the
L2.
Thus, first foreign language can have very positive effects on
learning. Then, there are other roles of foreign language in FLL: 6
1. First language use and meaning focused input and output
The task which focuses on meaning could be heavy in cognitive
load. Students do not only have to focus on what to say or what is being
said. They also have to focus on how to say it or how it is being said.
Lametta-Tufuga cited in Paul explained that first language could help them
by discussing their task in their first language before they had to carry it
out in writing in the second language so that they have more opportunity
to fully understand the content of the task through the medium of their first
language before they performed the written task in English.

6
Paul Nation and Paul Nation, ‘The Role of the First Language in Foreign Language Learning’, Asian EFL
Journal, 2001, 1–8 (pp. 3–7).
 The first language discussion of the task had some interesting
features, such as: Firstly, the students were all very actively involved in
coming to grips with the ideas. Secondly, the first language discussion
included quite a lot of the second language vocabulary used in the later
task. Thus, the discussion helped learners get on top of the content, but it
also helped them gain control of relevant L2 vocabulary in a very
supportive L1 context. In another study, Knight stated that the students
who did the preparatory L1 discussion in groups did much better on the
L2 written task than other learners who did preparatory L2 discussion even
though that discussion was in the same language as the subsequent written
task. Thence, the first language is a useful role for the L1 in helping
learners gain the knowledge needed to reach a higher level of L2
performance.
2. First language use and language focused learning
In conveying unknown meaning, there are several strategies,
including a definition in the second language, a demonstration, a picture
or a diagram, a real object, L2 context clues, or an L1 translation. In terms
of the accuracy of conveying meaning, none of them are better than any
others. In other words, it all depends on the particular word concerned.
However, studies comparing the effectiveness of various methods for
learning always come up with the result that an L1 translation is the most
effective (Lado, Baldwin and Lobo 1967; Mishima 1967; Laufer and
Shmueli 1997) because L1 is probably clear, short, and familiar, qualities
which are very important in the effective definition. Nation cited in Paul
that during the learning process, if the use of an L1 translation is combined
with word cards for the initial learning of vocabulary, then learners have
a very effective strategy for speeding up vocabulary growth. Although
frequent criticisms are raised of learning L1-L2 word pairs, these
criticisms are not supported by research. The research shows the opposite.
The direct learning of L2 vocabulary using word cards with their L1
translations is a very effective learning method.
 3. First language use and fluency development
The task of fluency development is needed for the students to
involve their language items that are already familiar to the students.
Besides, it is also needed to involve largely familiar content and include
some kind of encouragement to perform faster than usual. This
encouragement can take the form of time pressure, as in speed-reading or
the 4/3/2 activity. The L1 can have a small role in preparing the learners
for such tasks to make sure that the material they are working with is truly
familiar. This preparation can involve helping learners recall L1 stories
and information that they then work within the L2, or getting learners to
use the L1 to discuss and become very familiar with L2 input, such as
newspaper articles, TV news reports, short factual texts that are then used
as the basis for L2 fluency tasks.
4. L1 and L2
Mostly, in the roles of the foreign language, there is the common
theme that the L1 provides a familiar and effective way of quickly getting
to grips with the meaning and content of what needs to be used in the L2,
but many arguments against over-used of pictures, real objects, and
demonstration. The L1 needs to be seen as a useful tool that should be used
where needed but should not be over-used.
5. Encouraging L2 use
According to Nation in Paul, In the situation or classes where all
the students speak the same first language or national language, teachers
should use a range of options to encourage learners to use the second
language as much as possible. The following range of options is based on
the idea that there are several reasons why learners use the first language
when they should be using the second language. These reasons include
low proficiency in the second language, the naturalness of using the
second language to do certain jobs, shyness in using the second language,
or simply a lack of interest in learning the second language.
In several countries, English and the first language compete with
each other, and the use of English increases at the expense of the first
 language. However, Teachers need to avoid doing things that make the
first language seem inferior to English. At the same time, it is the English
teacher's job to help learners develop their proficiency in English. Thus, a
balanced approach is needed, which sees a role for the first language and
recognizes the importance of maximizing second language use in the
classroom.
C. Foreign Language Acquisition
a. Definition
Foreign Language Acquisition (FLA) is the process by which
people learn languages in addition to their native language. The term
foreign language is used to describe any language acquisition that starts
after early childhood (including the third of the subsequent language
learned). Some authors (Daulay, Bert, Krashen, 1982; Liao, 1996; Skehan,
2002) refer to a foreign language is based on the fact that, despite helping
an individual decide to study language and environment. (Foreign and
second language) also is studied after the first language has been acquired
to some level. The factors differentiating foreign and second languages are
important; still, it is indisputable that second and foreign language
acquisition are closer to each other than when comparing the first language
to language two. That makes it possible to find relevant research results
achieved in both foreign and second language acquisition fields.
One of foreign language acquisition (FLA) research tasks is to
clarify processes occurring when acquiring a foreign language. Acquired
knowledge provides a learner with linguistic competence, which can be
studied through language utterances (spoken or written) in one’s
performance—however, a “major problem of SLA1. As mentioned above,
it is very difficult to observe learners’ competence in FLA research. What
is happening in one’s head cannot be approached by applying common
research methods. That is why learners’ performance must be taken into
consideration. An underlying linguistic competence can account for the
performance which can be observed. The use of certain language
structures that a researcher wishes to observe can be encouraged, and,
 consequently, the performance in a given stretch of the language can be
tested. Through further examination, learners’ competence and, by
implication, acquisition can be scrutinized (Chomsky, 1965).
b. The Role of First Language in Foreign Language Acquisition
First language (L1) has important role in second language
development. Thus, this paper explains the role of L1 in the development
of L2. There are the roles of first language in second language
development, as follows:7 .

Cognitive and Linguistic Functions of L1 in L2 Development

a. Behaviorist Perspective

The first role of L1 in the development of L2 is language

transfer, both positive and negative transfer. The similarities between
L1 and L2 facilitate learning that is called positive transfer,
differences between L1 and L2 cause interference errors due to
negative transfer. In this case, a Contrastive Analysis Hypothesis
(CAH) compares L1 and L2 features in examining L2 learners’
transfer errors. However, CAH is based on behaviorism that considers
language learning as transferring habit formation. These ideas do not
appear influential in L2 development theories.

b. Innatism Perspective
In another perspective, Chomsky and Krashen consider the
innate ability and view L2 acquisition as the same as L1 acquisition.
Monitor theory suggests that universal internal procedures follow all
acquisitions. This conception believes that each learner follows the
same paths in L2 development, uses similar strategies in L2
development, and commits the same errors in the process of L2
development regardless of their L1 backgrounds. In conclusion, there

7
Sabiha Sultana, ‘Role of First Language in Second Language Develo pment’, Running Head: Role of
First Language, 2018, pp. 2–7 <https://www.researchg ate.net/publication/324243581%0ARole>.
 are two premises: L2 development is independent of the influence of
L1, and L2 follows similar developmental sequences of L1.

Pedagogical Implications

L1 impacts interactive tasks and also cognitive tasks in the L2

learning process. According to Vygotsky's sociocultural theory, the role of
L1 for interactive tasks is that learning processes depend on social
interactions: interpersonal (or "interpsychological") and intrapersonal (or
"intrapsychological"). Based on Echevarria & Graves's interpersonal point
of view, L1 is important because it is "a child's first. Primary tool for social
interaction," and it regulates communication moves in collaborative
interaction. So that, the usage of L1 has significance in interactive
activities to assist communication in the form of both peer scaffolding and
teacher scaffolding to facilitate L2 development. Suggesting the usage of
L1 in interpersonal communicative tasks (i.e., pair and group work) in L2
classes, Storch and Wigglesworth (2003) recommend, "teachers should
not prohibit the use of some L1 altogether in group and pair work but
should acknowledge that the use of the L1 may be a normal psychological
process that allows learners to initiate and sustain verbal interaction"8. L1
helps the beginner access the language and communication universals that
allow the learners to determine the speaker's communicative intention,
even when they lack understanding of the words uttered. Therefore, L1
should be used in L2 learning processes through interpersonal
communication

8
Ghorbani, M. R. (2013). Sensible use of L1 promotes EFL learning. The Internet Journal Language,
Culture, and Society, 38, 111-118.
 CONCLUSION

First language learning sorted and briefly explained by Brown as follows; (1)
Learning is the acquisition of gain; (2) Learning is information storage or skills; (3)
Retention implies storage, memory and organization systems cognitive; (4) Learning
involves active focus and being aware of and act on events outside or inside the organism;
(5) Study relatively permanent but forgettable; (6) Learning involves several forms
practice, perhaps reinforced practice; (7) Learning is behavior change.
The first language has useful role in foreign language learning in the classroom
management. When all the learners speak the same first language or national language in
the classroom, it would be easier because there is a tendency for tasks which should be
done in the second language such as conversation activities, discussion of intensive
reading, preparation for writing, and etc.
Then, there are other roles of foreign language in FLL such as: First language use
and meaning focused input and output, First language use and language focused learning,
and first language use and fluency development.
Foreign Language Acquisition (FLA) is the process by which people learn
languages in addition to their native language. First language (L1) has important role in
second language development. Thus, this paper explains the role of L1 in the development
of L2. There are the roles of first language in second language development, as follows:
Cognitive and Linguistic Functions of L1 in L2 Development and Pedagogical
Implications.
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Indonesian EFL Classrooms. Jurnal Penelitian Pendidikan, 20(2), 254-266.
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Head: Role of First Language, 2018, pp. 2–7 <https://www.researchg
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