The Influence of L1 in English Language Acquisition: A Case Study of ESL Learners at King Saud University

Abstract

This study aims to analyze the important role First Language (FL) plays in Target Language (TL) acquisition. Researchers have repeatedly pointed to the need for Target Language (TL) teachers to maximize the use of TL while minimizing the use of L1. Teachers alternate between L1 and TL. Common Language Errors occur in the L1 transition to TL. These include over-extension of analogy, transfer of structure, and interlingual errors. The depth of these errors depends on the level of similarity between one language to the other. Once teachers understand that although acquiring TL is important, the use of L1 cannot be eliminated in classrooms, rather, it facilitates learning. This study aimed at investigating the reasons for using L1 in foreign language teaching and learning, as well as the positive benefits of L1. For the analysis purpose, survey data were collected from 54 King Saud University students using an open-ended questionnaire. The findings revealed that the proficiency of both TL and L1 was good and from the Chi-square test and the vocabulary-based questions, the perceived proficiency showed an association with an understanding of cognates. Also, the result revealed that there was no association between opinion on L1-TL interference and sentence structure-based difficulties at a 5% level of significance.