Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576657
Title: Investigating the role of the first language (L1) in second language (L2) coursebooks
Author: Omran, Samer Abdulaziz
Awarding Body: University of Newcastle Upon Tyne
Current Institution: University of Newcastle upon Tyne
Date of Award: 2010
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Abstract:
This research investigates the role of the first language (L 1) in second language (L2) self- study coursebooks. It starts by highlighting the lack of this research into this topic in the general study of SLA. For this purpose it reminds the reader with the areas where Ll has been referred to in the general study of SLA to be distinguished from this current research. To identify the role of the Ll, it asks if there are consistent patterns of Ll function in L2 coursebooks and if it is possible to categorise and validate them, and then it asks if people involved in L2 teaching are aware of these functions and how important they think it is that the particular Ll functions should be used in L2 coursebooks. To answer these questions, the use of the Ll in 14 L2 coursebooks (or teaching 14 different languages has been analysed and categorised. An L 1 functions checklist emerged following these analyses and the checklist has been transformed into a questionnaire surveying L2 professional awareness and belief in relation to the use of the Ll in L2 coursebooks. The questionnaire data have been uploaded onto a statistics programme, SPSS, to do the calculation necessary to get an answer regarding how independent responses to the questionnaire items from the personal data section in the questionnaire and from the criteria used to choose the L2 coursebooks used in this research. The findings proved them independent. By comparing the L2 coursebooks analysis data with those obtained from the questionnaire responses, L2 professionals proved to be aware of the Ll functions included in 50% or more of the L2 coursebooks. They are also the Ll functions professionals believe should be in L2 coursebooks. These final 42 Ll functions constitute a checklist that can be generalised to be in any L2 coursebook using any Ll. Further research in the light of findings in this research has been suggested.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.576657  DOI: Not available
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