Using the First Language to Improve Arabic-speaking Students' Speaking Skills in English as a ...

293 Pages·2017·9.13 MB·English

Using the First Language to Improve Arabic-speaking Students'
Speaking Skills in English as a Second Language

Intisar Alsagier Etbaigha
Student number: 3481523

A thesis submitted in fulfilment of the requirements for the degree of Doctorate in Philosophy
in the Department of Foreign Languages in the Faculty of Arts,
University of the Western Cape

Supervisor: Prof Yasien Mohamed
Co-supervisor: Dr Peter Plüddemann
November 2017
Abstract
For several decades since the advent of Communicative Language Teaching and the Direct
Method, using the first language (L1) in second-language (L2) teaching has been out of
favour. However, arguments for using the L1as a resource for L2 learning are becoming
increasingly widespread (Cummins, 2014; Widdowson, 2001).
This study aims to examine both the role the L1 plays in improving students' L2 speaking
skills and their attitudes towards the use of their L1 in the process of learning a second
language. A qualitative action research study was thus applied. The research was conducted
in an English Language School over a period of six months. Observation, diaries, field-notes,
social media, interviews, pre- and post-tests, as well as language biographies constituted the
tools for data collection. Data were analysed through coding using critical discourse analysis,
the Atlas TI software program and statistical analysis. The analysis was informed by
Cummins’ hypothesis of transfer and Vygotsky’s activity theory. Findings of the study
highlighted the effective role played by the L1 in learning the L2, and the effective approach
that the L1 can constitute as a scaffold to improve students’ L2 speaking skills, their
interaction, engagement and participation. Another conclusion was that students possessed a
positive attitude towards the use of their L1 in L2 teaching and learning.
Key words
First language; second language; second/foreign language teaching; translanguaging;
speaking skills; classroom intervention; English; Arabic

ii

http://etd.uwc.ac.za
Declaration
I declare that Using the First Language to Improve Arabic-speaking Students' Speaking Skills
in English as a Second Language is my own work, that it has not been submitted before for
any degree or examination in any other university, and that the sources I have used or quoted
have been indicated and acknowledged as complete references.
Name: Intisar Alsagier Etbaigha
Date: November, 2017
Signed: Ietbaigha

iii

http://etd.uwc.ac.za
Dedication
I have purposefully written this dedication in both English and Arabic because my parents can
read in Arabic only and I would like them to read it themselves and know that it is not only
my PhD that I dedicate to them but everything that I have done that has made them proud of
me.
To Allah Almighty for His grace upon me enabling me to complete this work
To my loving parents for their sacrifices and continuous encouragement
To my dear husband for his care and support whenever I was in need
To my beloved children for enlightening my life
To my beloved country which I wish to recover: may war end and peace be restored
ءادهلاا
لمعلا اذه زاجنا ىلع ينناعاو همركو هدوجب ىلع نم يذلا لله دمحلا
يحاجنو يدوهجم ةرمث يدها
مئادلا مهعيجشتو مهتايحضتل نيزيزعلا يدلاول
يهانتملاا همعدو همامتها ىلع بيبحلا يجوزل
نييلاغلا يلفط يتايح يليدنقل
بيرقلا جرفلاب هيلع نمي نا ريدقلا يلعلا الله نم ىنمتا يذلا بيبحلا يدلبل

iv

http://etd.uwc.ac.za
Acknowledgements
It is said that a researcher is always lonely on their research journey. However, my PhD
journey was completely different, and I could not have done it without Allah’s grace and
having been surrounded by my supportive supervisors, family and friends.
Prof Yasien Mohamed, I would like to express my gratitude for your guidance and the
confidence you instilled in me. Thanks for having been a tremendous source of motivation
whenever I needed this.
Dr Peter Plüddemann, I am thoroughly indebted to you for your invaluable support, guidance,
inspiration and enthusiastic supervision. I feel privileged to have had you as my supervisor.
A special acknowledgement to my loving parents, Rahma and Alasgier Etbaigha, and my
brothers and sisters for all you have done for me towards my becoming the person I am.
My dear husband, Abdalla Amer, thanks for being such a blessing in my life. Thanks for your
patience, support and love without which I could not have achieved my dream.
My children, Elaf and Hamdan, thanks for making my life pleasant.
My research participants, I am very grateful to you for your participation in my intervention
and for having made data collection a fascinating experience.
I am also very grateful to the principal and staff of the English school for having helped me at
the location where I conducted my intervention, and for the endless support with which they
surrounded me.
I owe my heartfelt gratitude to my friends Soraya Abdulatief, Fawzia Al-Hesan, Fatima Dreid
and Fawzia Alwafi for their moral support.
A special thanks to all my friends for their support and encouragement.
v

http://etd.uwc.ac.za
I also thank Mrs Villeen Beerwinkle, Arts Faculty Officer, for having been so consistently
cheerful and helpful.
Finally, thanks to all those who helped me make my dream come true.

vi

http://etd.uwc.ac.za
Abbreviations
EFL English as a Foreign Language
FL First Language
SL Second Language
CLT Communicative Language Teaching
IELTS International English Llanguage Testing System
TOEFL Test of English as a Foreign Language
CCDA Critical Classroom Discourse Analysis
SAW SallAllahu ˋalaihi wa sallam [May peace be upon him]

vii

http://etd.uwc.ac.za
Symbols for Discourse Transcription
Symbol Meaning
[ ] Indicates a point where overlapping speech occurred
{ } Indicates translation of the Arabic speech
(students smile) Nonverbal action or body language and gestures
= Indicates latched speech, a continuation of talk
- The utterance is not completed
×2 Indicates how many times the utterance repeated
(0.3) Indicates timed pause
::: Indicates elongated speech, a stretched sounds
. Indicates the end of a completed utterances
Bold Emphasis

viii

http://etd.uwc.ac.za
List of Tables
Table 1. Percentage of pre-test and post-test results for each student ................................... 128
Table 2. The percentage of pre-test and post test results in speaking for each student ......... 130

ix

http://etd.uwc.ac.za
List of Figures
Figure 1. Cummins’ (2000) Four quadrants model ................................................................. 13
Figure 2. Vygotsky’s model of the core of an activity (1978) ................................................. 17
Figure 3. Leont’ev’s expanded Activity Theory model (1981) ............................................... 18
Figure 4. Engeström’s Expanded Activity Theory (1987) ...................................................... 19
Figure 5. Expansive Cycle of Learning Actions (Engeström, 2000) ....................................... 21
Figure 6. The cyclical mode of participatory action research.................................................. 50
Figure 7. Field-note 1 (30 Jan 2015) ....................................................................................... 91
Figure 8. Field-note 2 (11 Feb 2015) ....................................................................................... 99
Figure 9. Field-note 3 (13 Feb 2015) ..................................................................................... 113
Figure 10. A comparison between pre-test and post test results ............................................ 129
Figure 11. A comparison of pre-test and post-test results in speaking .................................. 130
Figure 12. Hadeel’s narrative ............................................................................................... 146
Figure 13. Hadeel’s Portrait ................................................................................................. 146
Figure 14. Nabeel’s narrative ................................................................................................ 154
Figure 15. Nabeel’s portrait ................................................................................................... 155
Figure 16. Tahani’s narrative ................................................................................................. 157
Figure 17. Tahani’s portrait ................................................................................................... 157
Figure 18. Samer’s narrative .................................................................................................. 159
Figure 19. Samer’s portrait .................................................................................................... 159
Figure 20. Tawfiq’s narrative ................................................................................................ 160
Figure 21. Tawfiq’s portrait ................................................................................................... 161
Figure 22. Eman’s portrait ..................................................................................................... 162
Figure 23. Ahmed’s portrait .................................................................................................. 164
Figure42 . Modified Teaching-learning cycle ........................................................................ 184

x

http://etd.uwc.ac.za