The Undisputable L1-L2 Connection in the EFL Classroom: A pedagogical Stand to Build Learners’ Lexical Knowledge

Abstract

ABSTRACT: Code-switching is among the instructional techniques that can ameliorate vocabulary learning.The current study attempted to look into the impacts of teachers’ use of L1 on enhancing pupils' target language lexical knowledge and to assess the pupils’ satisfaction after code-switching implementation.The mixed-methods approach was enacted along with a quasi-experimental design.Pre-post tests were dispensed to a random sample of 80 second year middle school learners. The participants were sundered into two groupings; a control group (n = 38), and an experimental one (n = 42).The entire trial lasted for 42 days. In the post-experimental juncture, a satisfaction scale was administered. Numeric data was scrutinised via the Statistical Package for the Social Sciences and thematic analysis was applied to examine qualitative data.The study's upshots bespeak that there is a noteworthy variance in the experimental group's post-test production contemplated to the control group; i.e., the experimental group outperformed the comparison one. Also, members in the former group indicate that applying code-switching to upgrade their vocabulary learning had piqued their heed and satisfaction into the bargain. If using L1 speeds up language learning and boosts productivity, then it is pertinent to keep using it. Another benefit of plying L1 in EFL classrooms is that learners will be able to compare between their mother tongue and the target language. More importantly, learners' avoidance of L1 when learning a foreign language undermines their sense of security. Keywords: code-switching, L1-L2 connection, vocabulary learning