Towards the Delimitation of the Excessive Use of the Mother Tongue in the Algerian EFL Learners’ Oral Production: A Case Study of 3rd year Level in Secondary Education, the Province of JIJEL
Siham Dib

This article seeks to investigate the use of the mother tongue (Arabic) and its functions in the EFL secondary school classes in the province of Jijel in Algeria.The aim of the present study is to investigate the extent to which the EFL teachers and their learners use Arabic during the teaching/learning process, and how this use affects the development of the learners’ oral skill. This study is an attempt to find out whether they (teachers and learners) consider the use of L1 as a means to facilitate and foster the development of speaking skill, or whether it is a resort used by the teachers and their learners to conceal the deficiencies in the teacher’s teaching practices and the learners’ language production. The study is conducted in seven secondary schools throughout the province of Jijel, with 12 teachers, observing almost 500 students.Both quantitative and qualitative research instruments are employed, namely questionnaires and classroom observations, in addition to unplanned interviews with the teachers. The researcher suggests techniques that are expected to make the use of L1 more restricted, but more effective in facilitating and paving the way for the development of the learner’s oral production.

Full Text: PDF     DOI: 10.15640/ijlc.v6n2a5