REVIEW OF THE RESEARCH ARTICLE

The Role of L2 Learners first language in second language

acquisition.Facilitative or deterrent?
By Hassan Mohebbi.

Review of Research Article

Title and author of the article:
The role of L2 learners first language in second language
acquisition: Facilitative or deterrent? By Hassan Mohebbi

OVERALL REIVEW:
In the field of Linguistics, the issue of first language acquisition and second
language learning has been the most extensive discussed. The article under review is
well and thoroughly researched published journal article. It is impressive and thoughtprovoking to highlight the topic in a logical and attractive manner. The topic is so much
valuable and demanding that the researcher has done justice with it. It is cohesive and
coherent in its structure. Various research theories and models related to topic are fully
adequate to review. It is indeed a comprehensive and powerful piece of research on this
significant topic. There are so many variables involved in learning second language e.g.
phonology, syntax, morphology, pragmatics, discourse, vocabulary and paralinguistic.
There is possibility that the governing rules related to these aspects of one language
may be different in other language. The writer is logical, conclusive and rationalistic in
his research and analysis,

Abstract
The abstract of the title sums up in a very clear and judged way overall target
and conclusion of the research. It focuses that this research covered the role of L 2
learners first language in second language acquisition from a specific perspective
whether it is facilitative or deterrent? .The language of this section also suits the topic to
a great extent. The research article is considered to be an addition and development in
the field of SLA. It has also discussed some pedagogical implications from SLA
perspective. The researcher is of the opinion and on the right footings that proponents
of L2 use argue that target language use results in more language exposure which
leads to enhancement of oral interaction. The main reason for advocating maximal use
of L2 is that for most L2 learners classroom is the only opportunity they enjoy for being
exposed to L2.

Key words
Appropriate numbers of key words are mentioned which are definitely enough to
cover the whole domain and area of the topic. He has chosen appropriate key words
which match to the topic and these are: Second language acquisition; first language
use; Code-switching; Sociocultural theory; Cognitive processing theory; Revised
hierarchical model.

Introduction
It covers the background of the study and introduces topic itself. The contents
discuss about the first language use (L 1) in second language acquisition (SLA) through

different findings and comparison in a very proper way. They throw light aptly about the
facilitative role of L1 in the second language class room. It has yielded positive impact in
the acquisition of second language. Although the use of target language (L 2) provides
great language exposure and charm, yet we would consider (L 2) as a natural and
spontaneous approach instead of being deterrent.
Functions of L2 learners L1 in SLA have been interpreted successfully in the last
paragraph of this section. Different researchers of SLA have explained the possible
implications of first language (L1) in the acquisition of second language with their own
perspective. It is noted that language teachers use L 1 mainly for the purpose of
translating, giving feedback, enhancing communication and reducing the anxiety of
learners in the foreign language (L 2) classroom. In this way, details about the

various

roles and functions of first language L1 are properly managed and elaborated.
The researcher analyzes certain theories in this article according to which
language teachers fall back on learners L1 for establishing constructive social
relationships, communicating complex meanings to ensure understanding, saving time,
and classroom management. Explaining and analyzing grammar, cross- cultural
discussions, explaining errors, giving feedback, checking for comprehension, reducing
anxiety of learners are other functions of L1 in SLA. Most of the models and theories he
has discussed are not from remote past but from recent past like two to five years back
which shows his grip on the current research with update sources.

Literature Review

In order to prevail upon the reader what has been done in the current topic filed
research previously, the researcher has collected some theories and models which are
quite relevant and to the point. They give various reasons for the positive effect of
applying L1 in SLA (second language acquisition) in remarkable and meaningful way.
These theories and models have good presentation to enhance the facilitative role of L1
in the learning of second language like code-switching, cognitive process and
hierarchical model. Most of the discussion revolves around this issue that the use of L1
constitutes a major element in the successful declaring second language acquisition.
The researcher has used various theories which enumerate useful impact of L1
on learning L2. According to him, in the first place, Vygotskys sociocultural theory (SCT)
draws attention to the inner voice and private speech and claims that they are often
performed in learners L1. SCT argues that the L1 can be employed effectively to help
L2 learners understand and accomplish L2 tasks and improve their collaboration in L2.
Then he talks about the second theory related to code switching and affirms that it is
also useful and beneficial. Secondly, code switching supports the facilitative role of the
L1 in learning a second language. He considers that code-switching is a natural and
purposeful phenomenon which enhances communication and learning. Further, he
emphasizes that greater bilingual competency leads to an increase in the amount of
code-switching rather than a decrease and instead of considering code-switching as a
sign of deficiency of L2 learners, L2 teachers should acknowledge bilingual
competencies and the strategies bilingual learners use.
The researcher discusses further about the cognitive theory and sums it up in
these words thirdly, cognitive processing theory argues that the L1 and L2 are not kept

in separate conceptual stores and lexical items of the L1 and L2 are activated when a
bilingual speaker is making an attempt to process the target language. Lastly, the word
association model which points out L2 lexical items are mediated via direct connection
to their L1 equivalents.

Methodology/research design
The researcher has presented this piece of research in a very clear and
descriptive manner. Due proportion has been given to different necessary parts of
research article. A reader can comprehend the aspects of this research work easily and
nothing is obscure here. The researcher has presented the role of first language L 1 in
second language acquisition (SLA) by supportive and beneficial. The crucial role of first
language has been discussed through different functions and theories in a very precise
and reasonable way. Objective related topic is achieved in a straightforward way.

Results
Findings and the results have been presented and analysed properly about the
facilitative role of L1 in the acquisition of second language. They highlight the positive
impact of employing L2 learners L1 in foreign language classrooms. It is found that
exclusive use of L2 may stop the natural learning strategy of interaction. The findings of
SLA research demonstrated the possible role of first language in facilitating learning and
teaching processes. The results of researchers findings depicted that L1 use is
effective in reducing anxiety, facilitating incorporation of learners life experiences,
raising awareness, and allowing the learner-centered curriculum development.

Discussion
The researcher has discussed the most important and specific issue related to
the use of first language L 1 in the acquisition of second language to a great extent. The
role of first language has been investigated through different theories and models in this
research article. It focuses that the use of first language should not consider
unproductive and unnecessary in the foreign language classroom.

Conclusion
This section is also well written and logically compiled. The gist of all research
has been summarized in a well manner. Although it is proved that there are possible
and effective outcomes regarding the use of L 1 but there should be a measurable
balance in language classes for the amount of L 1 use. The points should be considered
with respect to employ L1 in the acquisition of second language. The researcher
concludes that the recent studies report the positive effect of falling back on L1 in L2
learning, the most notable issue is how to strike a balance in language classes
regarding the amount of L1 use. The points which should be considered with respect to
employing L1 in ESL/EFL classrooms are associated with when, how, where, and with
whom we can apply L1.

Further Research

In the further research, it will be of great value to know about the views and
concepts of learners and students regarding the use of first language in the second
language class rooms. Attitude of teachers and learners should be observed in this
regard. The role of first language must be examined in achieving the proficiency of
second language in further studies. The researcher throws light and transpires that in
future research it will be of interest to study the patterns of L1 use of L2 teachers and
learners. It would also be desirable to study the L2 teachers and learners attitude with
respect to L1 use in their classes and explore whether the L2 learners and teachers
attitudes are in line with each other or not. Furthermore, future SLA research would
inquire into the parents perceptions regarding L1 use in early bilingual education.