Methodological Study on the Effectiveness of Korean Classical Novels (L1)’s Usage in an EFL/ESL Class

Conference: The European Conference on Language Learning (ECLL2021)
Title: Methodological Study on the Effectiveness of Korean Classical Novels (L1)’s Usage in an EFL/ESL Class
Stream: Plurilingualism - Bilingualism
Presentation Type: Live-Stream Presentation
Authors:
Patrick McIver, Daegu Catholic University, South Korea
Sang-Young Park, Daegu Catholic University, South Korea

Abstract:

The current bilingual theories argue that the L2 language practices of bilingual students are derived from a single language repertoire and that enabling students to have access to their entire language repertoire can be an essential resource for further language development. Recent academic studies show that using students' language repertoire, including L1 language in the target language classroom, increases students' intrinsic motivation and improves fluency; however, many researchers still show skepticism regarding this teaching pedagogy. Therefore, this study is based on Chomsky Nativist and Krashen Monitor; the research validates that using L1 text improves students' intrinsic motivation and fluency and increases curiosity about L2 culture while learning L2 language. In order to prove this, the study used three Korean Classical Novels written by Park Ji Won. The study included 100 students from intermediate and beginner EFL/ESL classes. A task-based assignment was given, and a questionnaire was used to ascertain the students' opinions on the use of L1 text to improve motivation, fluency, and curiosity. This study reveals that EFL/ESL students can acquire a second language by learning about their traditions and culture, not just a practical and utilitarian text. In addition, this research proves that increasing curiosity and knowledge are integral components in language development, not only with the L1 text but congruent with the L2 text, which is essential to acquiring the target language. The implication of this study emphasizes that not only L2 texts but also L1 texts are crucial for language development.

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