Differentiated Use of the Cross-Lingual Strategy in Foreign Language Teaching: A Grounded Theory

Abstract

Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers' practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of Iran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners' level of proficiency.For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level L1 can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.

The effect of using the native language as a pedagogic intervention on Iranian EFL learners' complexity of English oral productions

“…In a similar vein, more recently, Li (2018) also pointed to the mediating role of the L1 in opening up dialogue and bringing more target language into the conversation in the IRF cycle in classroom discourse. Also, the reason why Ostovar- Namaghi and Norouzi (2015) in their study suggested warmly favoring the use of the L1 by teachers in their class and allowing the learners to use both intra-and cross-lingual strategies to express themselves in the target language becomes clear. Additionally, the results of this study can be compared to the ones obtained by Wharton (2007), which highlighted the role of the native language to raise students' awareness about similarities and differences existing between the first and target languages and to help them find their own ways to express themselves in the foreign language.…”