The Mother-Tongue (L1) Usage In Teachıng Englısh Perspectıves Of Students And Teachers

Author: ASLI

Introduction

 

1. Recently, two  different opinions  have  been discussed about  L1  use in  EFL classes.On  the one  side,  it  is  believed  that L1 should  be  used in  EFL classrooms  with the  opinion of  that  L1 use          reduces anxiety which helpsstudents learn beter (Auerbach, 1993;Reis,1996;Cole,2001;Buckmaster,2000;Toyama,Viney,Helgesen,Bernard & Edge3,2000; and Need  help urgently,2001).On the other side, the benefits  of teaching  English through  English  are emphasized  and  L1  use  is  restricted  (Ellis,1984;Chaudron,1988;and Takahashi,1996).This  view emphaizes  that  the  more  students  are  exposed  to  the target  language,the beter their capabilities  in  the  target  language  will  be.

 

         Regarding  the  relation  betweenj  the  input  students  receive  in  the  target  language  and the  outcame,Chaudron(1988) states  that :

 

         ‘’……… in  the typical  foreign  language  classroom,the  common  belief  is  that  the  fullest  competence  in  the  TL (target  language) is  achieved  by  means  of  the  teacher  providing  a  rich TL environment, in  which  not  only  instruction  and  drills  are  executed  in  the  TL, but  also  disciplinary  and  management  operations.’’ )p.1)

 

1.          Exposure  to  L2 and  information  in the  L2  are  claimed to  be  more  important  in  EFL  settings  as  EFL learners  are  generally  not  exposed  to  English  outside  the  classroom  in  their  daily  lives  unless  they  try  to  find some changes  on  their own ( Ellis,1994  and Murhey  & Sasaki, 1998).On the  other  hand  Martin (2000), stated  that  an  effective  EFL teacher  should use  L1  when  necessary  in  EFL classroom. Recenty,  there has  been a growing  interest in  the  use  of  L1 in monolingual  low  level  EFL  classrooms (Reis,1996; Cole,2001; Buckmaster,2000; Hawks,2001; and Toyama,2000). That  is believed  that  use  of  L1  in  the EFL  classrooms  may  be  helpful  in  providing   students  with a  secure  learning  environment.In  relation  to  the pedagogical  benefits  of  L1  when  in  language classes, Auerbach (1993) indicates that :

 

           ‘’its [L1]  use reduces  anxiety  and enhances  the  effective   environment  for  learning, takes  into  account  sociocultural  factors, facilities incorporation  of  learners’  life  experiences, and  allows  for  learner-centered  curriculum  development.’’(p.2)

 

           Although  it  is  assumed  that L1 use reduces anxiety  in  monolingual  language  classes (Allwright & Bailey ,1991), the  situation  could  be  different  in  advanced  level  classes.For  example, the  findings  of  the study by  Ayd?n (2001)  revealed  that some  advanced  level  students  showed  annoyance  about  L1  use.

  The  potantiel  advantages of  L1 use  are  discussed in  terms  of  grammer, classroom  management, vocabulary   and  methodogical  issuses  in  EFL  classrooms.L1  use  is  not  suggested  for  speaking  activites (Cole, 2001).As Atkinson (1993)  and Galloway (1993)  argue, communicative  language  teaching approach seems  to  avoid  addressing  L1 use.

 

1. Using  English  only, in  EFL  classrooms  is  possible  but  it  fails  to  take accounts  of  a number  of  factors.Many  EFL teachers  try  to  use  English as  much as possible  as  they  can  in  the classroom.They  give  instructions  in  English, they  require  students  to  ask  any  kind  og  questions  in  English and  they  say  students  should  use  Englisj  while  working  in  groups  and  pairs  with  their  friends  in  the  classrooms.These are  all probable  and  positive  things in an  EFL classroom.However  the  mother tonguecan  be  used  to   provide a  quick and  accurate  translation  of  an  English  word  that  might  take  several  minutes  for  the  teacher  to  explain.

 

            Using  English  only, in  EFL classrooms  can  lead  to  some  problems  because  there  would  be  no  guarantee  that  the  insructions  and  explanations  are  understood correctly,  Also  an  English  teacher  can  have  difficulties  in  general  classroom  management  if  he/she  insists  on  using  English  only   Depending  English    only  makes  students  feel  uncomfortable  if  they  have  some  problems  with  speaking  skills.In  addition  students  cannot  combine  the  two  languages  if they  are  restricted  to  use English  in  classroom.

Hopkins (1988:18) claims that ‘’if  the learner  of  a second  language  is  encouraged  to  ignore  his/her  native  language, he/she  might  well  feel   identity  threatened.’’

 

1.         Because  of  these  problems  caused  by  using  English  only, in  EFL classroom,teachers  should  use  mother  tongue  while  teaching  English  as a second  language.But  EFL   teachers  should  now  to  what  extend  they  should  use  mother  tongue  and  the  effects  of  using  mother  tongue  in  EFL  classrooms.By  taking  the  advantage  of  using  mother  tongue  in  EFL  classrooms  teachers  should  create  the  best  teaching  environment  for  their  students.

 

 

        This  study  aims  to  reveal the  opinions  of  mother tongue use in  teaching  tongue  use  in  teaching  English  in  EFL classes  by  showing  true  reasons  whether  EFL  teachers  should  use mother  tongue  or  not.Also, to what extend  mother  tongue  should  be  used  by  EFL  teachers  in  the  classroom.In  order  to  achieve  these aims, observation  methods  and  questionnaires  will be  used  and  the  results  will  be  held  objectively  by  the  researchher.

 

 When   the literature  on  L1 use in EFL classrooms  is thougt, there seems to be policital  and adeological  reasons  rather  than pedagogical  reasons behind the  challenging  debate on  L1  use (Auerbach,1993; and Hawks,2001). These idealgical / policital  reasons  date  back to the Americanization movement in the 19. centry.While this  movement  give  rise  the spread of ESL instruction, ELT methodology advocated the use of English-only instruction,for example as in direct method, in contrast to the earlier ones in which the use of learners’ L1 had been allowed,as in Gramer-Translation (Celce-Murcia,1991; Auerbach,1993; and Richard & Rodgers, 1986).

 

 

         With the  world war I,the number of immigrants increased in America.This immigration  movement made ESL instruction become  more important than ever because  those immigrants were working at  different jobs  and expected  to  speak good  English.This  Americanization  movement  influenced  ELT  methods.For  example; Direct Method, which emphasies  using  English only  with  no L1 was allowed  (Auerbach,1993).

 

        L1 use in ELT methodology  was not only affected  by the Americanization  movement  but it was also  affected  by  British policies.In the  late 1950s and  early1960s, English  was regarded as  a tool which helps  the spreading colonies  of  Britain.Therefore, L1  use had no  place  in  ELT.In a conference at  Makare Universty, Uganda in 1961, ELT  experts mentioned  that ;

 

• English is best taught monalingually
• The ideal teacher of  English is a native  speaker
• The earlier  English is taught, the  beter  the results
• The  more English is  taught, the  beter  the resul?ts
• If other languages are  used  too much, standarts of  English  will drop (Phillipson, 1992.p.185).

 

 

       According to Phillipson (1992), these five  principles say that  there is no place for  L1 in  ELT. The reason for regarding  use of  L1 in  ELT as a taboo is based on  theideological and policital reasons.Spreading English was English was such a  strong  purpose in America and Britain that using L1 was excluded in  ESL during Amercanization movement.

 

 

          Researches   in  ELT showed that L1 can be a very important source.The belief that L1 use might play an  important  to improve the  second language has  received great attention in bilingual education (Collingham, 1988; and Piasecka,1988 ) lists the advantages of using learners’ L1 in ESL classrooms like:

 

1. Valuing and building on the knowledge that learners already have and bring to the classroom.
2. Raising the position of  languages  used by ethnic minorities in Britain, which in turn raises the self esteem of the speakers of those languages,making them more confident and effective  learners.
3. Raising language awareness.Learners already have some linguistic skills and knowledge; by thinking about their own and other languages, a class will learn  more about language and languages in  general.This can speed up aspects  of  learning and  increase learners’ tolerance of one another’s  diffucilties.In  this way students cooperation is  raised and classroom Dynamics are improved.
4. Using learners’ first language improves learning English.
5. There is less similarity of  the lesson content being patronizing or childish where  the contributions   students can make in L1 are recognized as important.
6. Fostering  cooperative  and independent  learning.
7. Reducing  learner anxiety and increasing confidence and motivation in  the classroom.
8. Gaining every learner, no matter how limited their knowledge of English, to support to the lesson in many waydepending on their  previous experience (p.82).

 

Seeing the  list above, Collingham (1988) states the importance of L1 use in bilingual education.

 

     Atkinson (1987 ) makes a classification  with nine principal occasions and activities  for which L1 use is useful in teachinh / learning process and environment.These nine occasions  (at all levels), giving complex instructions (at early levels), cooperation among learners (at early levels), discussion of classroom methodology (at early levels), presantition  of  language (mainly at  early levels), checking for sense, testing, development of useful learning strategies (advanced  levels). But he mentions not use L1 too much in EFL classes.

 

          Piasecka (1988 ) suggests possible occasions in  which mother tongue (L1) should  be  used.These occasions are argument of the  syllabus and lesson, setting  the scene at the begining og  class, profiling  and record-keeping, resolving individual areas of diffuculty, classroom management,personal contact, language analysis, instructions or prompts, error explanations,assessment of comprehension, presantation  of  rules, governinf gramer / phonology /morphology and spelling, cross-cultural issues discussion, assessment and avaulation of the  lesson.She says that it is  not only important to know the levels of learners but also the content and the format of the lesson would determine the use of L1 in EFL classes.

    

       

               Piasecka   (1988)  states that, L1  is  important  in  ESL  classes.Students levels  of proficiency  in  English  should  be  based on  the  amount  of  L1 use. At  first stages, learners’  knowledge  in  English limited.Therefore tjeir  L1 knowledge could be used to  help  them  improve their English.As learners’ proficiency  level increases, the amount of  L1 use should decrease.

 

              With  the  knowledge  of  her  observations  and experience Collingham (1988) also  suggests  nine  occasions   in  which  L1  use can be  helpful in  EFL  classrooms : to  discuss  the sykkabus, to develop ideas to  Express  them  in  the L2, to reduce inhibitions  or affective  blocks  to  L2 production, to  elitic language and discourse  strategies, to  teach vocabulary, to  teach  phonology, to  provide explanations of  grammar, to facilitate  comprehension  questions, to  provide essential  information  to  minimize the  change  of  misinterpretation.

 

         

 Here  is  a summary  of  the occasions  for L1 use by the  there researchers (figure 1 ):

ATKINSON (1987)

 PIASECKA (1988 )

COLLINGHAM  (1988)

 

1. eliciting language

 

2.checking

 

3.giving complex instruction

 

4.co-operation among learners

 

5.discussion of classroom methodology

 

6.presantation and reinforcement of language

 

7.checking for sense

 

8.testing

 

9.development of useful learning strategies

1.negotiation of the syllabus and the lesson

 

2.setting the scene at the begining of class

 

3.profiling and record keeping

 

4.resolving individual areas of difficulty

 

5.classroom

6.personal contact

 

7.language analysis

8.instructions or  prompts

 

9.explanation of  errors

 

10.assessment of comprehension

 

11.presantation of  rules,governing gramer

 

12.discussion of  cross cultural issues

 

13.assessment and evaluation of  lesson

1. to discuss syllabus

 

2.to developed ideas to Express them in L2

 

3.to reduce inhibitions or affective blocks to L2 production

 

4.to elitic language and discourse strategies

 

5.to  teach vocabulary

 

6.to  teach vocabulary

 

7.to provide explanations of gramer

 

8.to facilitate comprehension questions

 

9.to provide essential information to minimize the  change of misinterretation

 

 

 

1. Figure 1. Suggested Occasions for L1 Use (Atkinson,1987,Collingham,1988 and Piasecka,1988)   

 

 

   As it is  seen in the Figure 1, the ocasions in  which L1 could be  used are similar.But these suggested L1 occasions are context,specific.Also, there is no support for  the validity of  these occasions.These occasions can  vary in different EFL classroom contexts.

 

 Advantages of L2-Only Classes

 

         In  ELT,teacher talk is  very important input for learners because  teacher talk plays a significant  role in  L2 acquisition (Cullen,1988).It  has  been believed  that learners’   fullest  competence of  the target  language environment (Cchaudron,1988;  and Ellis, 1994).Turnbull (2001)  states  that,  this positive relation  between  teacher’s   language use  and  the students’  test  scores  hasn’t  any  statistical  support.

 

 

 

     One  of  the findings  in  a  research  conducted  with ESL educators  in USA  also  showed  that educators  strangly  believed  that.

 

      ‘’The   more  students  are  exposed   to   English,  the  more  quickly  they  will   learn; as  they   hear  and  use   English, they  will internalize  it  and  begin  to  think  in  English.’’(Auerbach, 1993, p.14 )

 

 

Educators   thoughts  reflects  the  opinions of  many  other  teachers  but,  Ellis (1994 ) and  Gass (1988)  points  out  that there  is  little  research, which consistently  supports  this  view  ( Ellis  1994 ;  and  Gass 1988 ).

 

 

1.          Related   to  the  L1  use  in  monalingual  EFL  classrooms, many  discussions  have  been occurred.One  of  these  discussions  has  focused  on  the  relation  between  L1  use  and  input  issue.Some  researhers  states  that  EFL  teachers should  use  L1  at  a minimum  degree  because  learners  have  little  exposure  to  L2  outside  the  classroom.Consequently,  EFL  classrooms   and  teachers  are  the  only  L2  sources  of  input  for  EFL  learners  (Polio & Duff, 1994; and Turnbull, 2001 ).Others, state that  exposure  to L2 does not guarantee that  L2  input  would  result  in  input  (Chaudron,1985; Ellis 1994; and Gass, 1988 ).

 

 

Advantages  of L1 (mother tongue) Use

 

     With  regard  to  advantages  and  disadvantages  of  L1  use, it  has  been suggested  that the  use  of  L1  might  help  reduce  learner’ anxiety, which  facilitates  the  lerarning  process (Krashen, 1982; Reis, 1996; Cole, 2001; and Auerbach, 1993 ).

 

 

    The  advantage of  L1  use with  respect  to  reducing  anxiety  reminds  us  of  Krashen’s  affective fitler  hypothesis.In his affective  fitler hypothesi Krashen (1982 )  states  that allowing  students  to  use L1  helps  them  lower  their affective filter.

 

1.      Reis  (1996 ) states  when  teaching  English  through  English, he observed  that his  students  were not  content  with  his  teaching  English throuh  English.He  tried  to  convince  them  them  about  the  advantages  of  the  mazimum  use  of  English  in  the  classroom, but  he  cannot  succeed. As  a  result, he  come to a conllusion  wit  his students  and  they  together  decided  to allow  five  minutes  of  L1  use  in  each  class sessions. This  five  minutes  of  L1  was called  the ‘’L1 break.’’ As  Reis (1996 )  puts  L1  break, it appearead  to  have  impressive  effect  both  on  him  and  the  students by reducing  students’  affective   fitler   and  created  a  friendly  nice  classroom  environment.

 

 

      Cole  (2001)   also supports  the  thought  that  L1  is  the  most  useful  at  begining  and  low   levels  because  it  can  provide  students  with  a  more  secure  and  easy  to  learn  atmosphere  in  class.However,  the  situation  would  be  different  in  advanced  level  monolingual  EFL  classrooms. Ayd?n (2001)  investigated  the  sources  og  EFL  classroom  anxiety  in  advantec  level  speaking  and  writing  classes  at  the  faculty  of  ELT  department.The  results  showed  that  L1  use  in  the classroom  is  one  of  the anxiety  sources.Some  students  reported  annoyance  about  L1  use  while  others  found  L1  use  helpful.

 

       One  yje  other  hand, it  is  believed  that  frequent  L2  use  makes  students  to  feel  anxious.Levince (2003)  made  a  research  to  test  this  belief.In  her  study, she  investigated  the  hypothesis  that L2  use  by teachers  and students  correlated  positively  with students’  sense  of  anxiety  about  L2  use. The  results  of  the  research  showed  a  negative  relation  between  reported  amounts  of  L2 use  reported  L2-use anxiety.This  result  suggests that :

 

        ‘’…   greater  L2  use  may  not translate  into  greater  anxiety   for  many  learners   and that many students feel  comfortable with  more  L2 when that  is  what  they are used to.’’ (Levince,1003, p.355)

 

 

 

As s consequence; it  is  not  possible  to conclude that L1 reduces  anxiety  and, so  helps  beter   learning  of  English.Similarly,  it  cannot  be  said  that  L2  use is  more  beneficial  in  terms  of  lowering  anxiety.

 

L1 Use in Communicative  Language  Teaching

 

         Despite  the thought  that L1 use  reduces  learners’  anxiety  and facilitate  their  learning  process, L1  use  has  not  been advocated  in  communicative  language teaching  and task-based  learning  methods  ( Duff & Polio,1990; Polio & Duff, 1994; Cook, 2001; and  Rolin-Ianziti, 2002). Although, experts  claim  that  communicative  language  teaching  has  referred to  neither  the advantages nor  disadvantages   of  L1  use, it  is  believed  that  L1  use  should  not  have  a place in communicative  classes  (Piasecka, 1988  and  Cook, 2001 ).

 

 

1.          Although, the  discussion  about  the  L1  use  in  EFL  classes  is  as  old  as  the  history   of  foreign  language  methodology, as Piesecka (1988) points out, there are no  bases  showing the  disadvantages   of  L1  use  or supporting  the  use of  L1.Many  studies  focus  on   the  occasions  in  which  L1  is  used  or  the  reasons  for  the  use of  L1  in  the classroom  rather  than investigating  the  effect  of  L1  use  on  learners’  performances,  which  could  provide  a  useful  solution  to  the  problem.

 

 

 

Occasions  of Reasons  for  and  Attitudes  towards  L1  Use

 

       The  researches  investigated  some  issues  about  whether  or  not to  use  L1  in  the  classroom.the studies  related to  L1  use have  focused  mainly on  teachers’  more than  learners’  use  of  L1  and their  reasons  for  L1  use and attitudes  towards  L1  use  have  beeb  investigated.

 

 

          Duff and  Polio (1990) concluded  a research  on  the  l!  Use  frequency, reasons  for  using  L1, perception  of  L1  use  and  attitudes  towards  L1  use  in  foreign  language  classsrooms  at  the  Unjiversity  of  California, Los Angeles ( UCLA). They  studied  three  issuses  related  to  L1  use  in  an EFL  classroom.First, the  ratio  of  L1  use  by the  teachers  in  the  classroom  was  examined. Second  issue  was  the  factors  related  to  the  use  of  L1  and L2.

 

1.       The  third  was  on  teachers’  and  students’ perceptions   and  attidudes  towards  the  use  of  L1  in  the  foreign  language  classrooms.13  different  foreign  language  classes and  their  teachers  were the  participants   of  the  study.The data  were  collected  through  audio-recordings, classroom  observations, student  questionnaires  and teacher  interviews.The  results  showed  that  teachers’  L1 use  changes  from  to 0  in  26  hours  of  smpled  classroom  sessions.This  wide changes  in  the percentages  was  explained  in  the  thre  factors  related  to  the  use  of  L1  and  L2.the analysis  of  audi-recordings, classroom  observation  and teacher  interviews  suggested  that  teachers’ L1 proficiency, language  type  taught, departmental  policy, lesson  content, materials  used  and  teachers’  formal  teacher  trining  might  have  had  an  effect  on  the  amount  of  L1  and  L2  use  in  classrooms.On  the  other  hand, the  findings  suggested  that  there  werw no  relation  between  teaching  experience  and  L1  and  L2  usage.It  was  reported  that  many  teachers  in  the  study  believed   that  trying  to  explain  a  point  in  L2  was  a  waste  of  time.Instead  L1  would  be  much  more  functional  and  suitable  and it  was  time. Some  teachers  stated  that L2  use  put  a  kind  of  pressure  on  students  although  frequent  L2  use  could  facilkitate  their  learning  process.Other  teacher  participants  said  that  they  used L1  rather  than L2 because  students  knowledge  of  L2  was  limited.

 

             In  another  study  by  Polkio and  Duff (1994)  revealed  when  or  for  what  function  Foreign  language  (FL)  teachers  used  L1.There  were thirteen  teachers  in  that  study  and  they  were  teaching  in  all  four  skills  in  monolingual classes  and  students  native  language  (L1)  was  English.The  teachers’  native  language  was  the  target  language (TL).As  in  the  previous  study, the researchers  used  audio-recordings, observations  and  teacher  interviews  to  collect  data  fort he  study.In  the  interviews  the  teachers  were  asked  to  state  how, when  and  the  extent  to  which  they  would  usually  use  English, L1  in  their  classrooms.Later, the classes were observed  and  recorded.When  the  teachers  were  asked  their  reasons  for  L1  use  in  FL  classes, they  stated  that  they  used  L1  to  take the  students  attention  on  important  issues  such  as  exams  and  quizzes, to  save  time  and  to create empathy, to practice  English, to  explain  unknown  vocabulary  items  and  there was  a  lack of comprehension.But in the interviews, some  teachers  said  that occasions  for L1  use  suggest  that  teachers  were not  aware  of  the  exten of  their  L1  useçPolio  and Duff (1994) state ‘’speakers in social  settings  are  often  simply  unaware  of  their  language  use  in  given  situation’’ (p.323).

   

 

1.                  Murhey  and  Sasaki (1998) invstigated  Japanese  English  teachers’  use  of  English  in  the  classroom.Secondly, the  teachers  explained  reasons  for  not  speaking  more  English.At  last,teachers’ facilitative  beliefs  and  strategies  they  used  to  increase  the  amount  of  English  use  in  the  classroom  were determined.The findings  of  the  study  showed  that  these  teachers’  use  of  more  English  in  their  classes  depended  on  their  experiences  in  their  teaching  carriers.In the informal  talks, the  teachers  claimed  seven  reasons  for  speaking  Japanese  instead  of  English  in  their classrooms.The  seven  reasons  were  these :  1. using  Japanese  is  more  comfortable, 2. to get  through  the information  faaster, 3. Using  Japanese  feels  more natural (as they  were  all  Japanese), 4. Principals,  parents  and  students  want  the  teachers  to  teach  for  the entrance  exams  which  is  in  Japanese, 5. Getting  through  the  book  is  possible  when  Japanese  is  also  used, 6. The    netrance  exam  does  not  test  English  listening  and  speaking, therefore  there  is  no  need  to  study  them, 7. The  textbook is difficult  so  needed  to be translated  into Japanese  so  the  students  can understand it.

 

1.             Murhey  and  Sasaki  (1998) tests  their  stu?dy  about  its  reliability  of  the  interview  data.They  suggest  that  current  estimates  of  English/L2  use  in  the  classroom  should  be   determined  by  the  help  of  various  methods  or  by  recording  thee classes ,  and  by  increasing  the  number  of  teacher  or  student  interviews.

 

1.            Jr. Schweerw (1999) made  a study  on  the  use  of  mother tongue (L1) in  english  classes  at  the  Universty  of  Puerto  Rico.The  aim  of  the  study  was  to  determine  the  frequency  and  reasons  of  L1  (Spanish) use  and  attitudes  of  teachers  and  students  towards  L1  use  in  the  English  classroom.Four  teachers  participated  in  this  study.The  data  of  the  study  come  from  two  sources: audio-recordings of  35  minute  samples  from  three  classes at  the beginning,  middle  and  the  end  of  the  semester  and  a  short  questionnaire  was  given  both  the  four  teacher  participants  and  the  19  other  professors  in  the  department.In  addition, a similar  questionnaire   about  the  attitudes   towards  the  L1  use  in  the  English  classes  was  given  to  the  students  of  all  the  professors  who  filled  out  the  questionnaire.the  students’  answers  to  the  attitude  questionnaire  showed  that  Spanish  should  be  used  to

 

 

 

Some extent in English classes because a majority o fthe students believed that the use of Spanish helps them learn English better. The teachers’ answers to the questions ‘If you use Spanish in your classroom,why do you think this may be more effective than using English exclusively?’ asked the reasons of L1 use in the classroom.The reasons given by the four teachers were as it shows:

 

 

            Teacher 1:”Sometimes it is more important for students to understand a concept tahn it is for that concept  to be explained exclusively in English.”

            Teacher 2:”In my writing courses, I use some Spanish because it helps students write beter reports. It also serves as an additional input to ensure that that they achieve the main objective of the course, which is the production of higher quality written work in English.”

            Teacher 3:”First of all I use Spanish to establish rapport with my students, and secondly, to serve as a model person who speaks both languages and uses each one whenever necessary or convenient.”

            Teacher 4:”I think students can identify better with a teacher who speaks to them in their own language, thereby letting them know that you respect and value their native language.”

 

Although the analysis of the recordings indicated the occasions where the four professors used Spanish, a statistical and descriptive report was not provided in the article.

 

            Turnbull(2000) also carried out an investigation to determine the reasons of 4 teachers’ use of French(L2) and English(L1) or a mixture of both languages in their core French classes in Canada. All the teacher participants were native speakers of English and experienced in the profession. The data were based on the observations which took place nearly 8 weeks—an average of ten class hours for each teacher, or an average of 400 minutes per class. In the classes, the same Project based teaching unit was taught. Although the data analysis was mainly based on the teacher talk analysis method used by Polio and Duff(1994),many of the classifications came out of the data.The transcripts were divided into functional units and each functional unit was engaged to one of the three  categories:social,academic or management.Each functional unit was coded as L1(English),L2(French) or mix(both languages).The results showed that the majority of the reasons for L1 and L2 use was academic based rather than social or management.

            Like Murhey and Sasaki(1998),Turnbull also discusses the limitations of his study. He points out that semi-structured interwiews with the teachers about their used of French and English would have enhanced the reliability of the data analysis. It is suggested that video-recordings followed by semi structured interwiews should be used to determine EFL teachers’ use of L1 and L2 in the classroom.

            In relation to attitudes towards L1 use, Al-Busaidi(1998) investigated teachers’ and students’ attitudes towards the use of L1 in EFL classrooms in Oman. The results showed that students’ level is the most  influential factors that effected a teachers’ decision to use L1 in the classroom. In addition, these teachers preferred L1 when explaining the similarities or differences between L1 and L2 in considering grammar and vocabulary. The students’ use of L1,on the other hand, was most frequent in group work activities in which students were to use the target language to communicate and practice. The findings also showed that the teachers’attitude towards L1 use in the classroom was negative whereas the students showed positive attitudes. Students in lower level classes were more positive  about L1 use when compare to higher level students. This findings supports the thought that there is a relation between EFL learners’ proficiency level and L1 use in the classroom.(Reis, 1996; Cole,2001; and Hawks,2001).

            Takahaski(1996) made a study on Japanese teachers’ L1 use in the classroom and its influence on the students. This study aimed at finding a)the percentage of English and L1 used in the classrooms, b)whether or not the teachers and students are satisfied with the percentage of English and L1 use, c) when both the students and teachers think the teacher should use L1 in class, and d) how much the amount of the teachers’ English influence the students. A questionnaire that investigated the four issues listed above was developed for students and teachers. The students of English classes and their teachers at the English department of Nagoya College completed this questionnaire. In addition to the questionnaires, &Japenese teachers’ ‘reading comprehension’ and ‘dialogue’ classes of English were tape recorded and semi structured interviews with both the teachers and students were held. The results showed that English was used from and 0 range.

            Most of the teachers said that they were satisfied with the amount of English they used in the classroom while they were not satisfied with the amount of L1 use. All teachers believed that L1 should be used when teaching grammar. The students in the study said that English rather than Japanese should be used in many occasions.

            Rollin-Ianziti(2002) conducted a study to determine when French teachers used English, L1 in the foreign language context at the University of Queensland. Four teachers teaching French participated in the study. These teachers’ classes were audio-recorded for about six hours in a week. During the recordings, the teachers were informed that their classes would be recorded for the use of L1 in their speech. The results showed that the four teachers used L1 for these purposes: a)translation, b)metalinguistic uses, and c) communicative uses.

 

            As the review of literature shows, there are some factors effecting L1 use in a language classroom. Some of these factors are, learners’ level of target language, teaching and learning context, materials, content and type of the lesson. Also we can infer from the literature review that the findings of one study investigating occasions, reasons for and attitudes towards L1 use in an EFL classroom might be different from those of other studies because issues are context-specific. Consequently, the finding of one study in the review of literature cannot be generalized. The data of such a study should be collected with the help of various methods or ways so the reliability of the data should not be questioned as Murhey and Sasaki (1998) and Turnbull(2000) stated.

            This study aims at finding out the opinions of teachers and students in EFL process about the L1 use. It also investigates the reasons and occasions of the L1 use in EFL classrooms. These studies and beliefs in the review of literature related to L1 use is regarded as a guide to our research.

 

            The Study:                                          

This study aimed at investigating basically two issues on L1 use in EFL classes. The study consists of two phases. In Phase 1,the occasions of and reasons for L1 use in EFL classes were investigated. In this phase, EFL students were asked how much mother tongue they used during English lessons. In the Phase 2,EFL teachers were asked how much mother  tongue they used during English lessons.

            Two group of people participated in this study,one was the instructors’ group and the other was the learners’ group. 3 EFL teachers and 62 EFL students of an Anatolian High School took part in this study. Two of the instructors are female an one is male. Forty one of the learners are female and twenty one are male. The level of the students’ is upper-intermediate and they all nearly have the same level of English and they are 16-17 year-old 10th grade students. One of the EFL teachers has 4 years experience, the other one has 8 years experience and the last one has 11 years teaching experience.

            This study aimed to investigate opinions of EFL teachers and students towards the use of mother tongue(L1). In addition to that, this study will also clarify the reasons of L1 use, and will show which occasions L1 is used in the EFL classroom. In order to achieve these aims a  descriptive design was held. At the end of the research the data were analyzed.

            In this study two questionnaires were used. One was given to  the EFL students while the other was given to the EFL instructors of Anatolian H?gh School. Both instructor and student questionnaires aimed at investigating the following issues:

1)      When instructors and students in EFL classes use  L1 (mother tongue)?

2)       Why instructors and students in EFL classes use L1 (mother tongue) ?

3)       The occasions in which L1 is used in EFL classes according to the instructors and students.

The following steps were taken to produce the final versions of both the instructor and student questionnaire.

1. The L1 use occasions questionnaires was developed and adopted by the researcher. While developing the Belinda Ho Fong Wan Kam’s(1998) questionnaire was consulted. In additon, Atkinson’s(1987),Piasecka’s(1988) and Collingam’s(1988) suggestions on L1 use helped in developing the items in questionnaires.
2. After the questionnaires were developed according to researcher’s aims, researcher firstly distributed the questionnaires to the students(see Appendix A), the questionnaires were in two languages(Turkish and English)in order not to let any misunderstandings(see Appendix A and B).After the students answered the questionnaires at the beginning of the lesson,researcher collected the data of this study from the students.
3. Also these questionnaires were in two languages(Turkish and English) in order not to let any misunderstandings(see Appendix A and B).After they filled the questionnaires the data of the instructor questionnaire was colleceted.
4. At the end of the data collection part 62 EFL students and 3 EFL instructors stated their L1 use opinions and occasions.

      The data for this study were collected from the questionnaires(see Appendix A and B)about the L1 use  occasions in EFL classes of  Anatolian High School in the first term of 2007-2008 education year. To collect data a questionnaire was distributed to the students about the L1 use occasions in EFL classes and a questionnaire was distributed to EFL instructors about L1 use occaisons in courses they attended.

            For this study,multiple choice frequency questionnnaires were held both fort he EFL instructors and students.Questionnnaires were applied to three EFL teacher and sixty two students.The questionnaires were both in Turkish and English in order to be understand clearly by all of the participants.With the help of study the attitudes of the participants and occasions were learned fort he L1 use in the EFL classrooms.

                                                            

 

Data Analysis and Discussion of the Findings:

 

             In this study,L1(Turkish) use in EFL classes was examined in two phases.In the first phase occaisons in which L1 is used were investigated.The second phase was designed to determine the occasions in which L1 is used by the EFL teachers in their English courses.In order to determine the occasions,two questionnaires were held by the researcher.One was applied to the instructors and the other was applied to the students in EFL classes.3 instructors and 64 students applied to the questionnaire.

L1 use has long been discussed in ELT.Some researchers advocate the use of L1 in ELT classes based on the assumption that it reduces anxiety and therefore promotes better learning(Reis, 1996; Cole, 1998; Buckmaster, 2000; Toyama, Viney, Helgesen, Barnard&Edge, 2000; and Hawks, 2001).Others on the other hand,believe that L1 use is disadvantageous because it prevents learners from exposing the target language(Ellis, 1984; Chaudron, 1998 and Takahaski, 1996).L1 use in EFL classroom is still a controversial issue.The present study,therefore,investigated the opinions of L1 use in EFL classes.The study also investigated L1 use occasions in EFL classes.

            This study investigated the issues related to L1 use in two phases. In the first phase the occasions in which students use mother tongue was determined and in the second phase the occasins in which English teachers use mother tongue was determined.

            Both in the first and second phase, the data were collected through questionnaires applied to the students and teachers. To determine the occasions in which mother tongue(L1) is used 64 students and 3 teachers were given a questionnaire. The students and teachers questionnaire were different from each other.

            The results of the questionnaires revealed that instructors and students used L1(Turkish),on different occasions. Students stated that they frequently used L1 to chat with classmates(

Article Source: http://www.articlesbase.com/languages-articles/the-mothertongue-l1-usage-in-teachng-englsh-perspectves-of-students-and-teachers-1042917.html

About the Author

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Learning Spanish Courses for Beginners

Author: Miranda Sol

Have you ever wanted to learn Spanish but didn’t know where to start? Do you want to learn but think that you can’t fit it into your busy schedule?

Have you joined one of the many dating agencies on the internet and have set your heart on getting in touch with a Spanish speaker? Do you need it in your job and don’t have the slightest idea how to greet your boss’ new Spanish speaking clients? These questions and others I will try to answer in this short article.

Where to start

The best place to start anything is usually at the beginning and learning Spanish is no exception. For a quick overview of the Spanish language, you can do no wrong in buying a cheap Spanish phrasebook. They are usually filled with phrases on every topic and have a simulated pronunciation so you’ll even know how to pronounce the phrases correctly. Spanish is a very phonetic language in as much that it is spoken exactly as it is written, Even a complete novice can end up pronouncing the phrases more or less correctly even if he/she has no idea what they are actually saying – really!

Career advancement or dating

Following on from the second point about fitting learning Spanish into our busy schedules, I would suggest an online learning method if you haven’t got time for the traditional classroom methods. An online Spanish course gives you more freedom and flexibility when it comes to learning. For example, you don’t have to be at a certain place at a certain time in order to study – you can virtually study any time you please with an online Spanish course. Added to the fact that the many mp3 players-not forgetting the ipod, you can now listen to recordings and pronunciation exercises on the move ie. on a bus, in your car, on the train or even on an aeroplane.

How about learning Spanish for dating or getting to know someone better? Again, the online method can be quite fun as well as cost effective. You will soon be conversing with your future mate in his or her language! Trust me!

If you need Spanish for career advancement there’s nothing better than an online method. Learning Spanish online is a fast and effective approach and one that is suited to people looking to advance in their careers or jobs. Can you imagine the look on your boss’ face when he finds out you can speak Spanish? He’ll probably be very delighted and only too pleased to promote you!

A lot of people have enjoyed great success and promotions as a result of their having Spanish as a second language. So what are you waiting for? Enrol on a Spanish language course or choose one of the best online Spanish courses available on the internet today.

Article Source: http://www.articlesbase.com/languages-articles/learning-spanish-courses-for-beginners-696256.html

About the Author

Related Articles and Stories can be found at the author's blog about Barcelona and Catalonia.
Catalonia Today. Also, anyone interested in Learning Spanish Courses Online would do well to look at the author's Spanish language review site.

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Why Everyone Should Have a Podcast

Author: Stephanie Ciccarelli

Why do people start Podcasting?

The short and sweet answer is that you can reach a target audience and share your message at a very low cost to you.

For organizations or individuals, this means that you can create your very own syndicated radio show and deliver it over the Internet to attentive and permissive listeners.

That being said, this is a great way for businesses to market their products or services, educational facilities to deliver on-demand e-learning, organizations to promote their causes or activities, corporations to provide off-site training, or even individuals to share their knowledge about a specific topic.

Right now, I'm reading a book by Seth Godin called "All Marketers Are Liars", and I'd like to share a tidbit from the book with you that I feel applies directly to how you can market through podcasting.

Consider what it was like for people in the Golden Age of Advertising. Companies would readily spend all of their advertising dollars and throw money at the super medium of television to market directly to all television viewers in the country.

More often than not, even an average product, if marketed well, would make some kind of a profit and the products that were remarkable or exceptionally useful would enjoy incredible amounts of success.

As TV become more complex with expanded channel offerings, it became harder for companies to have a presence on all stations (there weren't just 3 any more) and with that, it suddenly was not as easy to reach customers who were once more than willing to believe whatever mass media was telling them.

What happened?

The seemingly permeable exteriors of consumers grew thicker and less susceptible to advertising. People quickly realized what the difference was between being marketed to and choosing to believe something presented on television for themselves.

They became pickier and demanded that products met their own desires, wants and standards, not the other way around. This period of time or cycle was called the Dark Days if you will.

Marketers, not to be left behind for too long a duration, emerged with a new way of getting the attention of the people they had once lost through the old regime of television advertising by creating stories and weaving their way through to communities who already accepted what they had to say thereby planting their flag in a smaller, but more receptive niche that would embrace the stories they told and spread them to others about their product or service.

By telling stories that people chose to believe for themselves, they weren't simply advertising anymore, they were marketing (they aren't the same thing, as you already know or will come to realize).

Those people would readily talk about the product or service and refer it to their friends, family members and co-workers.

As their adoption rate grew and enthusiasm for the product or service became apparent to those outside of the niche (spreading to the mainstream or significantly close to it, to be exact), the acceptance of the product would also increase its reach and gather new customers who had also adopted the product as a useful, essential part of their lives. This is where we are today.

Marketers, and to a great degree, Podcasters, are required to create stories that people identify with, tell themselves, and choose to believe. Seth Godin calls these stories "lies", but he soon reveals that they aren't really lies at all.

The only requirement other than good storytelling is that these stories that are told need to be true and that an audience or group of people needs to accept the story as truth.

A good example of this is "I only listen to X podcast because they have the most reliable information", or "This product is better because it's the safest on the market".

Those are both stories that may very well be true that engage a listener and get them to spread your message for you.

Without knowing the background and mindset behind the evolution of marketing and consumers of the 20th and 21st centuries, it would be a frustrating task indeed to build an audience and experience success as a Podcaster.

Just as with marketing, success in podcasting can be measured by the number of people who are listening to or are subscribed to your podcast. Also, the more people they tell or the more subscribers there are, the more impact and exponential your reach and influence will be.

That is a Marketers goal and it should be yours as a Podcaster too, otherwise why podcast, even if just as entertainment for your friends, in the first place?

Marketing can be as simple as a passing phrase of referral, a mention of a source, or wearing a piece of clothing. Marketing is everywhere and we all do it to a degree, whether we're conscious of the fact or not.

Whenever you have an audience, you are marketing.

Therefore, Podcasting is Marketing, and you are very fortunate that in this endeavor you are equipped with the most powerful marketing tool of all - the persuasiveness of the human voice, an instrument that is second to none when it comes to communicating and conveying a message.

If you haven't realized it yet, your voice is a marketing tool, the most organic, universal, and influential on earth.

That's why there's an entire industry of people known as professional voice actors who are hired to record messages, commercials, training videos, audio books, narration for documentaries, sales pitches, business presentations, animation voice overs, video game character voices, telephone systems, and more.

For each market, niche, and underground movement, there is a voice or number of voices that provide you with a verbal image of what you are told, what you may accept as truth, and finally, voices that you trust.

It is by harnessing the strength, passion and speaker in you that you inch closer to your goal, but you will still need something more...

As effective as your voice is on its own, you need to have an attractive story to tell, and make it a story that is true.

Now that you're ready to start your own podcast, we can explore how to do it!

Article Source: http://www.articlesbase.com/multimedia-articles/why-everyone-should-have-a-podcast-171834.html

About the Author

Stephanie Ciccarelli is the VP of Marketing with Voices.com the voice actor marketplace hosting more than 10,000 professional voice actors. Stephanie is also the author of The Definitive Guide To Voice-Over Success.

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Learn French Online - Confessions of an Anglophone

Author: Paul Brown

To this day, I can still remember my four-month backpacking trek across Europe and of the many sites and experiences. But what stood out for me was the fact that most people, young or old alike, spoke English and at least one or two other languages. I would often feel guilty for having to communicate in their country in English and not in their language. How often as North Americans when we travel to foreign countries face the invisible wall of language, which keeps us hemmed in and somewhat restricted and limited in our experiences of the people and culture of that country. On my return home I resolved to learn French so that the next time I re-visited Europe, I would be at the very least bilingual. I no longer wanted to be the typical monolingual North American. And you have to admit that we are living in a global community in which the world is no longer a big place. I want to be a member of our global community.

So, why learn a language? The reasons are many and I will address the generic 'why' at a later time. But as Martin H. Fischer says, "Any man who does not make himself proficient in at least two languages other than his own is a fool." What about the benefits of learning a foreign language? The benefits range from the personal to the biological and we will also discuss these benefits another time. So why did I learn French? Well folks, I did not want to be a 'fool' no more.

I chose French as my first language because my husband is French and I’m an Anglophone living in a French environment. I also love the sound of the language and the French cuisine and culture.

By what means was I going to employ to learn French fluently? I chose to learn French online. I wanted to learn French the easy way with the convenience of learning at home, having my own hours and learning at my own pace. I wanted to find a proficient French language package that was innovative as well as educationally and linguistically sound yet affordable. So let’s cut to the chase and review what this package entails:

Firstly, this package is portable. If you can access the Internet, you can go online and listen to a French lesson or do a grammar exercise. If you want to use your mp3 player to learn French vocabulary, just download one or more audio lessons and begin to learn. If you want to burn a CD to learn French fluently once you have downloaded the audio to iTunes or Windows Media Player, insert your CD-Rom and you are good to go. This enables you to save and use time effectively especially if you want to learn French fast.

Secondly, you can learn how to speak French fluently with a real French accent because the program, including the interactive software games, uses native French speakers. So you get to hear authentic French spoken instead of reading a boring textbook and guessing how to pronounce the words. You can also quickly learn French as most lessons and games are between 15 to 34 minutes.

Finally, you will learn how to speak French online because they teach you the 31 most useful French conversations. This is very practical especially if you desire to communicate in a proficient manner when visiting a French speaking country. They also provide you with an online forum with access to French teachers and fellow students.

You too can break the language barrier and expand your horizons by learning to speak French with this innovative course. So when a French visitor speaks to you on your turf, you’ll be proud to respond in French and not look like a fool.

Article Source: http://www.articlesbase.com/languages-articles/learn-french-online-confessions-of-an-anglophone-363099.html

About the Author

Paul Brown is a marketing consultant and life-long learner with a passion for languages.

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Inca Project Volunteers in Peru Take Part in Church Restoration and Inca Excavations

Author: Projects Abroad

The volunteers in Zurite, the base for our Inca Projects, are to be involved in two significant and exciting projects. The restoration of the beautiful 17th century church in the village square has recently started while an excavation of the original village site will begin in mid-May.

The restoration of San Nicolas de Bari Church.

The Andean village of Zurite, like many Peruvian villages of its type, sees its Church as the cornerstone of the community. This colonial church, built following the arrival of the Spanish ´Conquistadores´, has largely fallen into disrepair. Important both as a local facility and as a potential tourist attraction, the Institucion Nacional de Cultura (INC) and Teaching and Projects Abroad are now working together to restore it. The INC is the government body that looks after ruins and historic buildings in Peru - similar to English Heritage. Its experts are assisting and guiding Projects Abroad volunteers with uncovering, cleaning and conserving altars, statues and the detailed murals and frescos that decorate the walls. The volunteers are learning skills and techniques in conservation and restoration while working towards a December deadline that will see the church once again be the glorious focal point for Zurite´s annual fiesta day.

Excavation at Tambo Cancha

Following the success of last year, Projects Abroad volunteers will once again be assisting with the excavation at Tambo Cancha: the original site of the village of Zurite. Working with local archaeologists from mid-May, the volunteers will hope to uncover further artefacts, trinkets and secrets from this unusual site. Unlike most Incan towns that are laid out in a grid style, Tambo Cancha is in the shape of a ´Tumi´ or ceremonial knife, with houses on only 3 sides. Several rooms uncovered last year were in the form of the Andean Cross or ´Chacana´, the most sacred and powerful Incan symbol. For two months the volunteers will be involved with the dig, learning skills including how to conserve, catalogue and label the finds. More importantly, Projects Abroad will be helping to discover just why the village of Zurite was so important to the Incan empire.

Find Out About Our Inca Projects in Peru

Visit Our Main Website

Article Source: http://www.articlesbase.com/travel-articles/inca-project-volunteers-in-peru-take-part-in-church-restoration-and-inca-excavations-201103.html

About the Author

Projects Abroad is a global organiser of overseas voluntary work placements. Our wide range of projects, including teaching, care, conservation, medical, sport, community projects and journalism, are designed specifically for the many communities where we work and also to give the best experience to everyone volunteering abroad.

www.projects-abroad.co.uk

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How To Make Money as a Podcast Production Service

Author: Stephanie Ciccarelli

Now that we have a foundation, I'd like to shift back into podcast mode and how you can make money as a talent producing them.

The following are 5 ways that you can make money from podcasting.

1. Research
2. Copy writing
3. Voice Over
4. Music Production / Jingles
5. Distribution

Although #2, #3, and #4 look familiar to you as a professional voice talent and producer, the first and fifth may seem a bit irregular. Trust me, these are services people will pay for as well.

Let's start from the beginning.

1. Research

Researching information about markets, products, services, or special interest topics is a task for most people and doesn't fall under the heading of "Enjoyable". It's also time consuming. Many people will not have the time, desire or skill to research their podcast format or topics to be discussed.

2. Copy Writing

A large number of you are gifted in this area of skill. If you are good with words, phrasing, and highlighting key points to summarize for a segment or show, this service is also something that could be charged for on a per word or per episode basis.

If episodes are timed out to last X amount of time, you'll be able to calculate how many words should be written for each podcast. Don't be afraid of scripting! Scripts keep voiceovers on track and also maintain professionalism, minimizing tangents and useless information.

3. Voice Over

Ah, this is home, you say! The voice over component of a podcast is without a doubt the quickest and most exciting part of the production cycle.

This is where you can explore different reads and really customize the podcast for an audience and your client. If you are the host, opportunities for you to communicate are greatly increased. If you're the imaging and promo talent, make sure that you fully embody the essence of that podcast program. It will show in the recording and school of public opinion.

4. Music Production / Jingles

What podcast nowadays is complete without music production? Music plays a role unlike any other element. Music can take on the identity of a segment or transition to the next gracefully and distinctly.

Some podcasts have jingles in them to start off the show. This isn't as common as musical interludes (or, if you're into Classical music 'ritornello'), but they are effective if used the right way. Again, these are services that you should be charging for, especially if you have composed and performed the music yourself.

5. Distribution

If you've ever submitted your website to directories, you'll understand how significant this area of promotion is.

Distribution is another area that customers have little to no time to execute. A podcast relies upon gaining new listeners in order to become successful. If you were to take the time to properly setup the RSS feed and manage a blog for your client, going the extra mile to submit to podcast directories will yield amazing results and get that podcast out there and into the hands and ears of the public.

Because of the tedium this may create for you, charging a premium for this service is strongly suggested. No one wants to volunteer themselves for this activity unless they are a glutton for punishment.

Of course, depending on your client, your fees will vary. If a podcast is for a large entity that intends to use their podcast to generate leads and sales, a higher fee for your work could apply than if it were a podcast for those podcasters who simply do what they do for fun or as a creative outlet.

If you can provide the complete package for someone, your services will be in demand and you can make a solid income as a podcast producer.

Article Source: http://www.articlesbase.com/business-opportunities-articles/how-to-make-money-as-a-podcast-production-service-96840.html

About the Author

Stephanie Ciccarelli is the VP of Marketing with Voices.com, the voice over marketplace hosting more than 8,000 professional voice talents. Stephanie is also the author of The Definitive Guide To Voice-Over Success.

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Download Latin Dance Songs

Author: Hilary Mujikwa

To download Latin dance songs is absolutely one of the strongest crazes in the internet today. There are a lot of people who are engrossed with the dance and a growing number of interested individuals are adding to the number each day. Why do you think people dance Latin?

Well, there are many benefits to dancing Latin. First off, it allows you to develop your flexibility. You see? The dance is filled with stretching and extending of arms, legs, and waist so you can create beautiful body lines. It definitely improves your range of motion and also increases your blood circulation. It absolutely serves as a great exercise. The quick steps, spins, turns, jumps, and kicks will definitely top all the other workouts you have done in your entire life. What more, it's a lot fun than running on the treadmill and staring at the white wall on front of you!

Another great thing about Latin dance is it relieves your stress. It's actually more like a form of meditation. It frees you of your daily worries and you don't really get your mind working too hard unless you are having a tough time remembering the next step. Dancing Latin is a great way to forget about the mundane routine and think of something fresh and relaxing. In fact, even when you just download Latin dance songs and listen to them, you can already enjoy such great benefit.

Lastly, Latin dance can make you look more charming. With your smooth moves, sot touch, and light feet, who would think otherwise?

Article Source: http://www.articlesbase.com/music-articles/download-latin-dance-songs-2122736.html

About the Author

You can download instrumentals and get unlimited access to the best digital download latin dance songs on my website.

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Learn to Play Guitar Online

Author: Sam Bateman

In this fast-paced age of technology and information, taking the time to learn a musical instrument might seem next to impossible. While wanting to learn to play the guitar may have lingered in the back of your mind for some time, you probably haven’t considered the possibilities of learning to play a musical instrument online.

The guitar is a great first instrument to learn. It is easier to teach yourself to play chords and attempt simple songs than it is on a piano, for example. If you’ve ever strummed away on a guitar, you know that good sound isn’t all that hard to make. Additionally, being able to play a guitar will often make you the life of the party, whether you are camping or simply sitting around with friends or family. And, carrying a guitar around isn’t all that difficult.

Studying a guitar through online lessons is one great way to have a well-rounded approach to learning music. Internet-based tutorials can offer a whole line of products from which you can learn. Some are published online and come at no cost, or charge a nominal fee for membership. Other programs, however, can cost substantially more. It is a great idea to search through the different programs available in order to properly evaluate which ones are going to best meet your needs.

When looking through different online options, think about how you enjoy learning. Are you a reader? Can you absorb what is on the written page and apply it to real life? Or, are you more of a visual learner? Would you rather watch a video and apply what you’ve learned on the spot? No matter what your learning style or preference is, the best online guitar programs will mix and match different ways of learning in hopes of reaching a wider scope of learners.

Some guitar gurus who are also Internet savvy will offer guitar lessons for others to watch and learn from. The best sites are multimedia based and can offer videos, step-by-step instructions, and examples of music that are easy to play. There is also a growing number of guitar-playing Podcasts available, which are presented by companies, websites, or musical organizations attempting to promote music playing across borders.

In reality, it is no longer necessary to go to guitar lessons each week and spend a lot of your money and time on private lessons with a professional instructor. While an instructor can really help you develop a solid foundation, he or she will instruct you in the classical sense; meaning, slowly but surely, and note by note. Online lessons, however, tend to be quicker, more pronounced, and sometimes more fun. You’ll be able to practice at home and on your own time. You will not have to arrange leaving the comforts of your own home and trudging to your lessons knowing that you are spending a little too much. Lastly, online lessons tend to be cheaper and the reward is that you generally pay a one-time fee to have access to a multitude of resources.

Article Source: http://www.articlesbase.com/music-articles/learn-to-play-guitar-online-237460.html

About the Author

For a review of the best ways to Learn to Play Guitar Online, you should check out Learn and Master Guitar.

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How to learn English the fast way with ESL podcasts

Author: Dave Geipel

Would it be convenient if you can further hone your English language competencies by simply doing the lessons at your own leisurely pace, and by not attending class sessions? This is possible, and you can make it happen with the help of ESL podcasts. ESL podcasts or the English as a second language podcasts are helpful audio files that you can download from the internet and play it when you free or even doing your everyday work. The moment you download the ESL podcasts, you can easily listen to it on your laptop or you can load it the ESL podcasts to your MP3 player.  Play the ESL podcasts when you jog or when you commute to and from work.

What your ESL podcasts can do

Downloading the ESL podcasts from certain websites is just one option; interested students like you can also subscribe to ESL podcasts. These ESL podcasts will then be delivered to your end automatically on a day-to-day basis and this works like your early morning paper delivery. These ESL podcasts that are available online may have some variations in styles and structures, but the main intention of these audio files remain the same. These podcasts are designed to be played back and help you learn the language at your own pace. In many ESL podcasts that are available online, these files may include conversations between two persons, one speaking in the language and the other speaking using another language.  Two speakers also talk the same language on these audio files, and these speakers often converse in the language in varying degree of difficulty, from beginner to intermediate. In many of these ESL podcasts, other contents include definitions, sample sentences, comprehension questions, additional explanations, and notes on culture and other tips on how to improve your English language competencies.

ESL podcasts allow for mental gymnastics

There are three major reasons why ESL podcasts can help you in your desire to fine-tune your language competencies. These podcasts allow your mind to be exercised, podcasts complement other methods and these podcasts are highly convenient. Let’s take podcasts as forms of mental gymnastics. The good thing about ESL podcasts is that this will allow you to work on oral exercises, and in the process allow you to perform some form of ‘mental gymnastics’. The real intention here is to effectively take in the ‘language patterns’ so that you may practice it until such time that the skills that you have learned can be practiced in real-time. Another reason why ESL podcasts are helpful is the fact that the use of these audio files can complement other methods of learning. You can attend classroom sessions, and after class when you are going home you can plug in your earphone and load the audio file for a refresher.

ESL podcasts are highly convenient tools for learning

And of course, the biggest selling-point of these ESL podcasts is that these are highly convenient. You can hone your English competencies while you are on the train, or waiting for your turn in the line. This is the beauty with ESL podcasts and the main reason why it’s the choice of some language students. The use of these audio files gives credence to what others say that learning should be a continuing process, busy schedules notwithstanding.

Article Source: http://www.articlesbase.com/languages-articles/how-to-learn-english-the-fast-way-with-esl-podcasts-888221.html

About the Author

If you would like to learn more about
ESL Podcasts come visit Culips.com

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Available of Used books at Store

Author: Margaret Atwood

There are very the minority campus reserve provisions so as to prepare not allow college students to get rid of their used text books back to their provisions if they are in rationally gain condition. In vogue statement, many regional used books will asset college text books simply due to the statement so as to they are lone of the greatest sellers, especially if the used books accumulate is located not quite campus or has an on-line snare put.

Many students are able to induce almost partially of pardon? They come up with in their used text books if they are asking intended for cash, and if they are dealing with a used sign up hoard they are often able to barter intended for even more if they are willing to trade their books in intended for other books. Purchasing used books is a much better deal than purchasing pristine books at what time you compare the expansive butter consequences ranges of these two varieties of books. Today many superior universities come up with began giving students the opportunity to advertise their used text books intended for be bought on an on-line resource in the university. Another way intended for students to locate used text books to by searching on-line on a variety of on-line sale sites or on on-line used books provisions.

The major benefit of in favor of anybody purchasing a used tome is to save money and used college text books normally push quickly. To the same degree soon as college students obtain exposed what did you say? Their courses are in favor of a semester and the obligatory text books, at that time the hunt is on. This is for the reason that college students realize to used college text books verve fast and they accomplish not covet to engage in to give the eminent cost associated with different text books. The solitary difference flanked by used text books and different text books is their natural form, and normally the used text books can be found in benefit condition. This is due to not much campus tome food, narrow used books food, or on-line tangle sites of at all type will not take on used college text books to be in bad condition.

One point with the aim of college students and avid manuscript lovers cover in nothing special is with the aim of statement with the aim of many of them will acquire used books. Used manuscript confer these folks an opportunity to save money while enjoying an experience of import used books. Many of the on-line manuscript food with the aim of offer these used text books will often offer many other rare titles of used books as well. These sites progress to it easier meant for folks and students as well to search meant for the desired manuscript of their picking, which can really save them point in time.

The variety of on-line sites on hand at this time help persons with the most excellent potential service on hand in place of purchasing the used books well lower than the prices with the purpose of you may perhaps come across on your area campus volume warehouse or indigenous used volume warehouse. For persons who comprise serious fitness issues or even issues with transport, these on-line volume provisions are wonderful, as it gives them a option to be suitable for their interpretation sensation. They offer a convenience with the purpose of area used volume provisions carry out not offer being with the purpose of they are readily on hand twenty-four hours a date and seven days a week, veto make a difference come again? The date is.

Article Source: http://www.articlesbase.com/education-articles/available-of-used-books-at-store-1543042.html

About the Author

If you would like to learn more, please visit: Book-Bazaar

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