FREQUENCY AND PURPOSE OF TEACHERS' Ll USE IN EFL CLASSROOM: A CASE OF BODITTI PREPARATORY SCHOOL WITH PARTICULAR REFERENCE TO WOLAITIGNA

TEMESGEN, TORA

dc.contributor.author	TEMESGEN, TORA
dc.date.accessioned	2017-08-01T03:48:39Z
dc.date.available	2017-08-01T03:48:39Z
dc.date.issued	2017-08-01
dc.identifier.uri	http://hdl.handle.net/123456789/7498
dc.description	BAHIR DAR UNIVERSITY FACULTY OF HUMANITIES DEPARTMENT ENGLISH LANGUAGE AND LITERATURE	en_US
dc.description.abstract	he question whether or not the mother tongue (L1) should be used in the EFL classroom has been an important issue for a long time. However, there seems to be no consensus on the issue as yet. Supporters ofthe Monolingual Approach claim that L2 can be learnt only through L2, ltvhere as the proponents of the Bilingual Approach believe that L1 has a facilitating role in many aspects oflanguage instruction. Thus, a revival ofinterest to use a mother tongue frequently in EFL classroom is stipulated by the necessity to improve learners' understanding of certain issues, teacher-students classroom interactions and minimizing the communication barrier occurred between teacher and students. This study aims at examining frequency and purpose of teachers' L1 use in EFL classrooms. The researcher employed both qualitative and quantitative data in order to enrich the objective ofthe study. 75 students and 12 teachers ofthe preparatory school involved in the study to gather the appropriate data. Data were gathered through classroom observations, questionnaires, and interview. The data gathered through the questionnaire and the observations were analyzed using frequency and percentage, while those collected through interview and open-ended questions were analyzed in integration with others. The study showed that majority of both the teachers and students reflected positively on the judicious use ofmother tongue in EFL classrooms. It also indicated that 6 teachers (50%) and 25 students (33.3%) chose to use wolaitigna ("Sometimes). At the end, it was recommended limited use ofL1 to explain vocabularies, grammar items, and difficult concepts when necessary in EFL classrooms.	en_US
dc.subject	ENGLISH LANGUAGE AND LITERATURE	en_US
dc.title	FREQUENCY AND PURPOSE OF TEACHERS' Ll USE IN EFL CLASSROOM: A CASE OF BODITTI PREPARATORY SCHOOL WITH PARTICULAR REFERENCE TO WOLAITIGNA	en_US
dc.type	Thesis	en_US