ORIGINAL ARTICLE An Investigation of Teachers' use of Amharic Language in English Language ...

26 Pages·2017·0.69 MB·English

An Investigation Kifle B., Temesgen M. & Yemanebirhan K. 43

ORIGINAL ARTICLE

An Investigation of Teachers’ use of Amharic Language in
English Language Classrooms

Kifle Bidika, Temesgen Mereba and Yemanebirhan Kelemework

Abstract
This study investigated teachers’ use of mother tongue in EFL classrooms in
Benishangul Gumuz region, Asosa Zone junior schools during actual classroom
instruction of first and second semesters in 2014 academic year. The investigation
focused on the functions of Amharic language and its amount in target language
classroom. Subsequently, it looked at teachers’ knowledge of L1 use in L2 and if they
had guidelines of how mother tongue (Amharic) could be well treated in EFL classes.
To select target population for the study, cluster and simple random sampling
techniques were used. Stratified sampling technique was also employed in order to select
target population proportionally from clustered woredas. To answer the research
questions qualitative and quantitative data were collected. Classroom observations,
interviews and questionnaire were used to collect data. Observations were accompanied
by tape recording and recorded data were transcribed and analyzed to investigate the
functions of Amharic during lessons, the amount of L1 use and the distribution of L1
use within teachers and across lessons. It was found that the amount and functions of
L1 used were varied between teachers, and the overall proportion of L1 talk was higher
than that of found in previous studies. Some teachers consistently used high L1 within
the lesson. Data obtained through interview confirmed that the variability was attributed
to teachers’ personal feeling about L1 in L2 use. Most of the teachers used Amharic for
specific functions such as translation and maintaining discipline. Questionnaire was
also used as a complement of qualitative data that aimed at gathering data on teachers’
knowledge of the pedagogical values of L1. The findings showed that there was disparity
between all teachers (beginner-higher led teachers) in responding to items and ANOVA
confirmed that there was no significant difference between groups of teachers on the
current trained of L1 in EFL classroom. Finally, it was found that most of the teachers
had no clear guidelines of how to handle Amharic in EFL classes. Finally, teachers’
commitment in maximizing target language input appeared to be indispensable in
English language teaching. Educational experts and teacher trainers are also needed to
intrude on the problem of maximal amount of mother tongue in target language
classroom.

_________________________________________________________________________
College of Social Sciences, Department of English, Jimma University, Jimma
Ethiop. J. Educ. & Sc. Vol. 13 No 1, September, 2017 44

strategies. He pointed out that “many
BACKGROUND OF THE STUDY teachers may have tried to switch to ‘all-
Now a days the use of L1 (mother tongue) English classroom but they found
in L2 (EFL) classroom is becoming a themselves with inadequately use of L2
popular agenda among language experts. strategies” (p.350).
Recently, scholars have come up with some
In order to mediate the gap, there are
empirical evidence concerning the
scholars who advocate the inclusion of L1
inclusion of mother tongue in target
in L2 is important for target language
language as it brought effectiveness in
teaching but the systematic inclusion is
assisting teaching of English as a foreign
required to deserve the ultimate benefit of
language. The perspective is becoming
pedagogical value of L1 when teaching
increasingly common and often it draws on
target language. The methodological use of
Vygoteskian theory. Moore (2013)
mother tongue, consequently, appeared to
exemplifies some of the researchers who
be a big deal of scholars. According to
overviewed bilingual issue (Gracia, 2009;
Cook (2001), what is challenging is “how
Gumperz, 1976; Turnbull & Dailey-
can the L1be better integrated in to
O’Cain, 2009a, 2009b) “arguing not
teaching?” (p.410). One of the solutions
whether L1 use should be sanctioned but
forwarded by Cook (2001) was that to
whether it should be fostered” (p.239).
think over all teaching method that makes
Cook (2001) states that L1 has already use of the L1 actively with in the
been used in “compartmentalization of the classroom. In contrast to this idea, the
two languages in mind to maximize advocators of the target language only
students exposure to second language claim that EFL classroom ought to be L2
alternating language method that actively only and if not it reduces input.
creates a link between L1 and L2” (p.402).
Krashen (2002) conveys that in language
Though these researchers support the
acquisition, the learner needs to focus on
methodological importance of mother
the extensions of utterances than that of
tongue, it is not without argument. The
looking in to the patterns of the language.
proponents of L2 only, on the other hand,
He stresses that language learning is like
devalue the methodological importance of
that of first language (Krashen, 2002).
mother tongue in the target language. They
argue that “language learning is similar to The interest of making the classrooms only
child learning of the mother tongue and target language was not only arose from
first language influence may be an researchers. Educational authorities also
indication of low acquisition, therefore, it discouraged the use of L1 in L2 classroom
can be eliminated or at least reduced by arguing that ESL classroom ought to
natural intake and language use” (p.67). practice only in target language (L2). For
instance, Macaro (2005) states that in the
Others argue that the above idea seems
beginning of 1990s a government agency in
ideal from the angle of actual classroom
the English education system made a
practice. Though making classroom only
number of policy statements which state
L2 is the consent of some scholars and
the mother tongue of the students in a
“government agency” teachers teach
second language classroom “should be
students of EFL by including L1 implicitly
banned and that teachers should use the
(Macaro, 2005, p.35). Harbord (1992) also
target language exclusively” (p.35).
illustrated from the ground that teacher
inability in performing second language
An Investigation Kifle B., Temesgen M. & Yemanebirhan K. 45

Butzkamm and Caldwell (2012) state that language due to different factors (Harbord,
learners own language cannot be switched 1992). Hence, as far as the topic is not
off; they are the greatest asset that beginner resolved for the past years overviewing the
learners bring into the learning process. methodological practices of teachers in
The reason is that mother tongue is Benishangul Gumuz is required for the
unavoidable and even children are fact that systematic use of mother tongue in
sometimes observed when they speak to EFL classroom obviously results in poor
themselves to learn the target language and language proficiency. Grim (2010) explains
this referred to as intra-psychological plan. that EFL teachers have to make significant
decisions about their teaching “methods
Besides the above facts, Ethiopian teachers and styles,” including the use of the first
are bilingual English teachers (BETs) and language L1 (mother tongue) whose role
they are commonly observed shifting to become a topic of discussion among
mother tongue for various purposes when different teachers and researchers.
teaching the target language. This study,
Atkinson (1989) identified some reasons
therefore, attempted to make a glance on
for use of L1 in L2 classroom. These are
the pedagogical functions of mother tongue
“learners preferred strategy, a humanistic
(L1) in L2 (EFL), how many words and
approach and an efficient use of time”
utterances used, teachers’ awareness on
(pp.350-351). According to him “learners’
current trends of scholarly identified
preferred strategy” means students’ desire
techniques of L1 use in EFL classroom and
to translate without the encouragement
if they had guidelines in using mother
from the teachers. The humanistic approach
tongue in English language classrooms.
is to do with permitting learners what they
like to say and in proficient use of time is

to do with mother tongue enhances the use
STATEMENT OF THE PROBLEM
of time appropriately by facilitating
As an EFL teacher, the researchers
communication. Atkinson (1987),
frequently observed English language
moreover, identified the way in which the
teachers frequent use of Amharic in EFL
use of mother tongue appears to be
classes particularly in Benishangul Gumuz
effective in EFL classroom. These are for
Asosa zone. It is clear that an inexhaustible
eliciting language, checking
use of mother tongue in EFL classroom
comprehension, giving instructions, co-
affects the teaching of the target language.
operations among learners, discussion of
As far as the main objective of English
classroom methodologies, and presentation
language teaching is fostering the target
on reinforcement of language checking for
language, unsystematic use of mother
sense and testing.
tongue results in inefficiency in learning
the language. Despite this fact, it is true Cook (2001) also identifies five points in
that it is not as such easy task to ban which L1 can positively use in EFL
mother tongue in classrooms. Butzkamm classroom. These are “to convey meaning
and Caldwell (2012) pointed out that of words or sentences, for explaining
mother tongue is not switched off in the grammar, for organizing tasks,
target language. maintenance of discipline and gaining
contact with individual students” (pp. 114-
Additionally, Harbord (1992) also
417). Lay and Lally, as cited in DiCamilla
suggested that many teachers try to make
and Anton (2012), also confirmed that the
the whole lesson target language but unable
use of L1 during the pre-writing and
to handle the entire lesson in the target
Ethiop. J. Educ. & Sc. Vol. 13 No 1, September, 2017 46

planning stages of L2 writing may be from the side of teacher educators as when
beneficial in the organization of a students need to use mother tongue.
composition. DiCamilla and Anton (2012)
It is true that in Ethiopia almost all of
also found out that “L1 use in L2 learning
learners and teachers of EFL speak one of
has communicative, cognitive, and hence
the countries’ languages in the classroom.
real pedagogical value” (p.185).
Teacher unconditionally use L1 (Amharic)
The other area where L1 showed a great or any language of the country) in L2
role in EFL according to Mohamed (2004 (English) classes. As far as the current
as cited in Carless, 2008) is that researchersare an EFL teacher and he has
consciousness raising tasks that seek to lift been observing teachers of junior schools
up the students’ understanding of the in Assossa Zone, he has noticed
formal properties of language features. The inexhaustible L1 use in EFL classroom.
study by Scott, Di La Fuente (2008) shows Some of his informal observation led him
that in joint consciousness-raising students to provoke an idea that teachers are not
talk to oneself in L1 as they translate the using target language only. They have
text, recall grammar rules, review the task some deficits in systematic use of mother
and plan what to say in L2. While the tongue and it seems that teachers have no
benefit of L1 in teaching EFL seems to clear understanding of the pedagogical
have acceptance among language experts, values and guideline as to how they use it.
the degree and intensity of L1 in L2 (L1
The domestic scholarly researches made by
words) is not clearly identified by scholars.
Jemal (2012 and Kenenissa (2003) were
Copland and Neokleous (2010) found out
attitudinal study that Jemal focused on
that in Greek Cyprus teachers’ belief about
teachers and students perception of the use
the place of the L1 in L2 classroom had
of the Oromo language in EFL classroom
complex and even emotional relationship
around colleges whereas Kenenissa
with its use professing affective and
investigated on the frequencies of L1
cognitive reasons for using L1 in the
(Oromo) in EFL classes particularly
classroom.
assessing students’ desire of their teachers
Besides the above facts, the use of L1 in to speak in EFL. The other domestic
EFL becomes destructive unless teachers researcher was Abyi (2012) who assessed
use it in a proper way. This is the big issue the impact of L1 use in pre-writing (idea
among ELT experts particularly in generating) stage on L2 writing. Other
specifying the amount of L1 and the researchers were Abyi and Mohammed
systematic use of L1 in L2 and that is why (2011) who reviewed attitude of teachers
researchers keep their eyes on the and students in using Amharic in English
fascination of L1 in L2. Because of this, it language classroom in Bahir Dar
is the spot that every teacher of EFL has to elementary schools. They found that
have note of it. One of the ELT experts teachers and students have positive attitude
Harbord (1992) recommends that though towards the use of mother tongue but still it
L1 helps us to do all mentioned points, demands investigating teachers
however, excessive dependency on mother understanding of the theoretical values of
tongue consequences problem in L2 adding L1 in L2 classroom.The very reason
teaching. Carless (2008) strongly for this study is, hence, to look at whether
commented that “more concrete guidance” teachers have clear understanding of the
(p.336) need to be provided for teachers systematic integration of L1 for
pedagogical uses, functions of L1, its
An Investigation Kifle B., Temesgen M. & Yemanebirhan K. 47

amount and teachers’ guideline in teaching The assumption behind the employment of
EFL in Asosa junior schools. qualitative method in the study is to
identify the function and amount of
Research questions Amharic utterances in EFL classroom. The
To achieve the purpose of the study, the quantitative method, on the other hand,
researcher raised the following four aims at gathering data about teachers’
questions. knowledge regarding the current practice of
L1 in EFL classroom specifically the
1. What are the functions of L1 in
pedagogical values of L1 in teaching EFL,
teaching EFL from the teachers’ side?
and if teachers have specific guideline
2. How many Amharic words do teachers
about the use of L1 in L2. To get meaning
use in EFL classes?
out of raw data, descriptive research design
3. What is the extent of teachers’
was used.
knowledge about the pedagogical
values of L1 in English classroom?
Sample Size and Sampling Technique
4. Do teachers of junior schools of Asosa
Since it was difficult to investigate all
zone set a specific guideline based on
zones in the Region, the researcher
the theoretical assumptions and
employed random sampling technique to
techniques of L1 use in l2?
get the target zone and Woredas so as to
identify the schools for the study. In order
Objectives of the Study
to achieve this, each element [zones] in a
General Objective
sample frame was assigned a number.
This study generally aimed at investigating
Consequently, the selected zone for the
teachers’ use of students’ mother tongue in
study was Asosa zone.
EFL classrooms. The inquiry was tried to
assess the gap between literature and actual In Asosa zone there are 7 Woredas and
teachers’ practice of using L1 (Amharic) in they are highly dispersed from one another
EFL classes. The study attempts to find out for the fact that schools are geographically
whether teacher use L1 in accordance with blended to Woredas; and consequently, it
the literature review and scholarly required cost to collect relevant data. To
identified empirical findings or if they use overcome this problem, the researcher
L1 in EFL classrooms unreservedly. preferred to use cluster sampling technique.
Clustering technique was undergone in

such a way that clustering three Woreda in
METHODOLOGY one and four Woreda in the other
This section contains methods and design geographically and simple random
that the researcher used to undertake the sampling was employed to select the target
study. The research methodologies Woreda from each clustered woredas.
employed in the study were both qualitative
and quantitative methods. According to To determine the sampling size the
Frankel, Wallen and Hyun (2012) those
statistical formula was used.
who engage in such research claim that the
use of both methods provides a more
Where N= total population and e = the
complete understanding of research
percentage of marginal error willing to
problems than does the use of either
accept. Accordingly, 5(71%) Woreda such
approach alone and referred to as mixed
as Asosa, Mengie, Kurmuk, Sherkole and
research.
Bambasi Woredas were randomly selected
Ethiop. J. Educ. & Sc. Vol. 13 No 1, September, 2017 48

(by following lottery method) from each order to increase his confidence level to
cluster. 95%. Hence, he has a willing to accept
5% marginal errors with the confidence
The aim of maximizing the number of
Woreda was to get 67 (83%) of of (95%) at α level of 0.05. This means that
respondents (teachers) out of total number the actual proportion of the response by
of 81(100%) respondents. The justification respondents ranged from 62.3% to 72.3%
of determining the number to 67 was that (67% ±5%).
the researcher has to use 67 respondents in

Table1: Interpretation of Likert scale used in the questionnaire
Mean Degree Opinion
4.5–5 Very high Strongly agree
3.5–4.4 High Agree
2.5–3.4 Moderate Undecided
1.5–2.4 Low Disagree
1.0–1.4 Very low Strongly disagree
Walters and Kücük (2009). ELT Journal Volume, 63(4), 332-342).
Reliability and Validity of the 2, teacher 3 and teacher 4). T1 and T2 have
Questionnaire worked for 8- 9 years that is leveled as
As it was already mentioned in the above teacher level. T3, on the other hand, have
discussion, to obtain the advantage of worked for 13 years (assistant teacher
reliability of the questionnaire, the level) and finally T4 has worked for 17
researcher employed test retest in 4 junior years that is leveled as led teacher.
schools (Hoha number 1 and 2, Megele
All observations were accompanied by tape
number 2, and Ura schools). Accordingly,
recording in each section. Recordings were
the result calculated by Cronbach Alph
transcribed (see Appendix A, B, C and D)
indicated 0.827. This result was obtained
to answer research question number 1; the
without omission or addition of 24 items.
function of Amharic in teaching EFL and
The test result however was varying when
2; how many L1 is used in L2 classroom.
item 13, 22 and 24 omitted from the total
An observation form was filled out
questions. Hence, three items were omitted
documenting the teachers’ code time
and; as a result, the analysis showed higher
started and ended (see Appendix F). In
result revealing 0.830.
order to answer research questions 3 and 4

a questionnaire was prepared based on

literature review.
DISCUSSION
As it was mentioned in the previous part,
Translation
classroom observations were held in four
When the teacher gave the Amharic
sections for 30 minutes in each class of
equivalent word for English, it is labeled as
grade eight for T1 and T3 and grade seven
a translation. From this point of view, the
for T2 and T4. (Note that T1, T2, T3 and
transcription of the recorded data depicted
T4 in this study stand for teacher 1, teacher
that Amharic was used for translation in
An Investigation Kifle B., Temesgen M. & Yemanebirhan K. 49

EFL classrooms. The recording instances According to this extract the teacher was in
showed that T3 translated for the students a position to translate the English words
first with students request and later by his without students’ demand for translated
consent. As one can observe from the words by the teacher. Though teachers
following extract 1, T3 was translated performed some of scholarly identified
English words into Amharic during functions of L1 in L2, they employed them
students group work. In this particular without clear knowledge how they work in
extract, the teacher translated Amharic L2. The data obtained through
words into English because students questionnaire and observation also revealed
preferred the teacher to translate English that there was variability of knowledge on
words. the area under discussion between teachers;
and consequently there was inconsistency
Extract 1:T3 in employing the functions.
S: Care ማለት ምንድን ነው? [Meaning: Extract 3: T2
what is the meaning of the word care?]
T: መንከባከብ ማለት ነው፡፡ [Translation by “….from mid of September
the teacher] to mid of March” ከታህሳስ
S: Environment ማለት ምን ማለት ነው? አጋማሽ እስከ መጋቢት አጋማሽ
ድረስ…”
[Meaning: what is the meaning of the
word
As the extract shows, translation of English
environment?]
words into Amharic by T2 and T3 did not
T: አካባቢ ማለት ነው፡፡[Translation by the
come from many attempts to explain in
teacher]
English. Both teachers translated while
S: Characteristics? [Meaning: what is
they were working on the exercises. For
the meaning of the word
example, T2 translated [“borderland”ማለት
characteristic?]
አዋሳኝ ማለት ነው፡፡] which the word “አዋሳኝ”in
T: ባህሪይ:: [Translation by the teacher]
Amharic means “borderland.” This
technique was applicable during the
From the above extracts the interrogative
“care”ማለት ምንድን ነው?” the word “care” grammar translation method that focused
on translation of every word in to mother
was demanded by the students to be
tongue. However, such an approach has
translated into Amharic. Subsequent to
been discredited on a number of grounds
teachers’ response, students steadily asked
and it is not my intention to advocate its
the teacher to translate even other English
reintroduction. Cook (2001) pointed out
words; environment and characteristics. In
that the use of L1 for conveying word and
addition, the following extract shows the
sentence meaning recognizes that the two
interactions between the teacher and
languages are closely linked in the
students through mother tongue that reveals
mind.The teacher explained on the
teachers preference of translating English
interview as the following:
words.
“I am afraid that
Extract 2:T3
students can’t
“Feeding” መመገብ ማለት listen to all
ነዉ፡፡“Growing”ማደግ ማለት English words
ነዉ፡፡“Inspire”ማለት መደሰት ማለት …and even they
ነዉ፡፡” can’t catch
Ethiop. J. Educ. & Sc. Vol. 13 No 1, September, 2017 50

everything when three teachers because T4 had never used
I always use Amharic for maintaining discipline.
English.”
Extract 4
This response indicates that, teacher’s use
T1: ዝም ብላችሁ እኔን ተከታተሉ፡፡ [follow
of mother tongue was manifested from his
me with silence]
personal feeling that is also referred to as
self-approach. The recording instance also
T2: ሽ….ሽ….እየተስማማን እንሂድ
showed that T3 first translates English
እሺ? ከተጠያቂዉ ዉጪ ማንም ሰዉ
words for students when students asked
እንዲያወራ አልፈልግም፡፡ ምንም
him to do so. Literature is not against ድምጽ መስማት አልፈልግም፡፡
translation in the process of language [Silent…let agree, ok? [I
learning when it is based on students’ don’t want others students to
preference. Harbord (1992) argued that speak except the one that is
translation is an inevitable part of second allowed to speak. I don’t like
language learning even where no formal
to hear any voice, ok?]
learning occurs. What matter is translation የምትስቁ ተማሪዎች be careful.
is not regarded as teachers’ strategy of EFL አትሳቅ West በየት በኩል ነዉ east
teaching; however, it is alearner preferred በየት በኩል ነዉ ያለዉ? አታቅም?
strategy and the teacher needs to work with አታዉቅም ለዛ ነዉ የምትስቀዉ፡፡
student natural tendency rather than against […those who are
it.Teachers use such translations whenever laughing….don’t
they think there is a challenge in helping laugh…where is east? where
students to understand the context of the is west? You don’t know
word. where east and west are. That
is why you are laughing].
In extract 2 and 3, nonetheless, the interest
for translation did not emanet from T3: አትበጥብጥ አንተ አትረብሽ
students. For instance, T2 observed .ሽ. . . ሽ . . ባካችሁ ዝምበሉ
translating sentences and phrases whenever [please do not disturb…
he explained points in English. Hence, it is you do not disturb!]
obvious that translation in this context በቃ…በቃ…በቃ… አንድ ሰው
came from teacher’s desire. According to እንዳይተነፍስ::
researchers, translation is valuable when
[stop!..Stop!...Stop…no
students perform to simplify texts or any one should speak!] ዝም
language aspect. According to DiCamila በል አንተ
and Anton (2012; Harbord, 1992) learners ልጅ….[you…boy…keep
resorted to their native language when they silent!]
tried to make sense of the meaning or form
of the text and when they evaluated an L2 The above extracts show us that three
text either in the form of translation or by teachers used Amharic for maintaining
externalizing their explicit knowledge silence in the classroom. During the
about the L2. observations, teachers were using mother
tongue repeatedly even to control one or
Maintaining Discipline two students. T4, however, did not use
According to transcriptions three teachers Amharic utterances to maintain discipline.
used Amharic for maintaining discipline. Most importantly, teachers were highly
The following extracts were taken from interested in mother tongue of students
An Investigation Kifle B., Temesgen M. & Yemanebirhan K. 51

rather than English when students Extract 5
misbehave in the classroom. Some of
spoken words were produced from T4: “Comparative” የምን
teachers’ emotional conversation with ለዉ ሁለቱን ነገር
some misbehaved students. ለማወዳደር ነዉ፡፡[….to
compare two things]
T1 used Amharic for the similar purpose Superlative adjective
only once. He preferred students’ attention ደግሞ ከሁለት በላይ ለሆኑ
only at the beginning of the lesson. T3 also ነገሮች ነዉ፡፡ […to
used Amharic utterances for discipline and compare more than
his utterances were emotional: አትበጥብጥ two things].
አንተ አትረብሽ! .ሽ. . . ሽ . . ባካችሁ
;በቃ…በቃ…በቃ… አንድ ሰው እንዳይተነፍስ፡፡ As it can be seen in the above data, T4 used
Meaning: [you…boy don’t Amharic sentences to elucidate the
disturb….please, stop! Stop! No one should difference between comparative and
whisper!] superlative degrees. The teacher employed
the strategy to help students conceptualize
The way T3 used L1 shares some cultural
grammatical patterns by explaining the two
incident which let students seek attention of
forms in Amharic. In the interview section
their teachers when they warns in Amharic
the teacher gave his opinion why he
language. Regarding this, Cook (2001)
included a very small amount of mother
pointed out that the need to maintain
tongue into EFL. He suggested that,
discipline sometimes calls for L1. He
added that saying “shut up or you will get a I do not always use
detention!” in the L1 is a serious treat Amharic in my
rather than practice of imperative and classroom because I
conditional constructions (p. 415). Macaro know that it is not
(1997, as cited in Cook, 2001) found out allowed in English
students report “once their teacher slipped classroom though
into the L1 it is something really bad!” students want me to
(p.415). Franklin (1990, as cited in Cook, clarify ideas in
2001) also found out that 40% of teachers Amharic. And I
preferred the use of the L1 for maintaining know that students
discipline. The data gathered through are very alert when I
observation in table 4.12 also shows that use Amharic but
teachers are highly interested in mother how can they learn
tongue for discipline purposes. the language unless
at list avoid fear of
Explaining Grammar
speaking the
The other taxonomy on L1 function found
language…
from the recorded data was Amharic for
explaining grammar. The following pieces According to T4 making a shift into
of extracts show that T4 used Amharic as a Amharic does not support teaching the
strategy to explain grammar lesson. target language suitably. It is also possible
According to the recorded data, T4 showed to deduce that the teacher was meticulous
an interest to correlate Amharic sentences in integrating the two languages. During
to help students internalize two the observation the researcher noticed that
grammatical forms. he shifted to L1 after a heated discussion
Ethiop. J. Educ. & Sc. Vol. 13 No 1, September, 2017 52

about what comparative and superlative students to formulate hypotheses about
degrees are between students and him. language and support them in developing
explicit understandings about how
Ellis (1992) pointed out that L1 is grammar operates in the target language
legitimate for explaining grammar rules. (Careless, 2008).
According to researchers mother tongue
raises students’ awareness of and elicit Amount of L1 use in EFL
conscious reflection on a grammatical The second research question was finding
structure through a focus on the difference out the amount of mother tongue used in
between two languages (Scott et al, 2008). EFL classroom. In order to determine the
Nevertheless, the teachers’ emphasis on amount of L1 used in the observed classes,
clarifying the meaning of comparative and first, the researcher carried out a word
superlative degree than explaining forms of count of all L1 and L2 utterances. Then he
the two grammatical structures in Amharic. calculated and compared the amount of L1
If it were in such cases, the L1 may help used by each teacher.

Table 2: The amount of Amharic and English words observed from four lessons in 2
hours.
Teachers T1 T2 T3 T4
Amount N % N % N % N %
English (L2) 429 81% 860 59% 881 84% 721 96
u
ang ges Amharic(L1) 101 19% 552 41% 169 16% 31 4
La
Total 5 3 0 100% 1412 100% 1050 100% 752 100%
N: total number of word distribution for each teacher
As it is presented on the above table, the maximum quantity of Amharic words
amount of Amharic and English words followed by T3. The transcript showed that
used during recordings of each section was T2 was not aware of specific points when
that, T2 used 860 (59%) English and 552 to use Amharic language. Some of the
(41%) Amharic words with total of 1412 words he produced implied that he was
spoken words within 30 minutes. T3, on emotional on the methodological approach
the other hand, used 881 (84%) English and to assimilate the two languages. For
169 (16%) Amharic with the passage of 30 instance, there was no valid reason when he
minutes recording time. In addition, T1 included the following Amharic utterances
built-in 429 (81%) English and 101 (19%) into English language reading lesson.
Amharic words. Finally, T4 performed 752
(96%) English and 31 (4%) Amharic words Extract 6:T2
from the total of 752 words. In sum, 2891
English and 853 Amharic words were used Kilimanjaro is the second
largest. የዓለም ትልቁ ተራራ
across all lessons.
ሚባለዉ….which is Evert
As can be indicated in the previous ነዉ፡፡ ይሄኛዉ በታንዛኒያ ዉስጥ
የሚገኝ የአፍሪካ ትልቁ ተራራ
extracts, of all teachers, T2 relatively used