An Investigation into the Use of Amharic Language in English Focus EFL Classrooms: Focus on Teachers Colleges in Amhara Region

Minwuyelet Andualem Desta

doi:10.7176/jlll/63-02

Abstract

The main purpose of the study was to examine English focus students and their EFL teachers’ use of Amharic language in the EFL classrooms of Amhara region selected Teachers colleges. In this study, a mixed research method involving quantitative and qualitative methods of data collection was employed. The study was conducted on 120 representative students drawn from 1 st , 2 nd and 3 rd year „English focus‟ total student population and 18 EFL teachers of selected teachers training colleges. So as to investigate the use of Amharic language (L1) in EFL classrooms, questionnaires, interviews, and classroom observations were used. The findings of the study revealed that Amharic language was used in all colleges ‘English focus’ EFL classrooms for various functions at all. The findings also deduced that possible support for the use of Amharic language (L1) in the L2 classroom. Finally, it was recommended that course book writers, syllabus or curriculum designers for the level under study should also make reference to the students' mother tongue wherever appropriate while preparing English language learning, and teaching materials. Keywords: Amharic Language (L1); Foreign Language; Second Language (L2) DOI : 10.7176/JLLL/63-02 Publication date: December 31 st 2019

Highlights

The controversy over whether English language classrooms should include or exclude students‟ native language has been a contentious issue for a long time (Brown, 2000)
The current study mainly aims at investigating the use of L1 in, English focus EFL class rooms, at Amhara region teachers training colleges
Main Objective The general objective of study is to explore English focus students and their teachers use of Amharic language in their EFL classrooms. 1.2.2

Summary

Introduction

The controversy over whether English language classrooms should include or exclude students‟ native language has been a contentious issue for a long time (Brown, 2000). English has long been distanced from being a medium of instruction in schools in Amhara region. This was done without creating an alternative opportunity for students to help them to enhance their English language ability. The situation badly affected the students‟ ability to communicate in English. Because their poor proficiency resulted from limited exposure and other factors. Learners often show need for their L1 use in their English classes even at the colleges’ level

Objectives

Methods

Results

Conclusion