Abstract:
Purpose: This study was carried out to investigate the effect of first language (L1) usage
and learner retention on learning second language (L2) idiomatic phrases in tertiary
level English as a Second Language classroom (ESL). Twenty tertiary level ESL learners
participated in this study.
Methodology: Ten participants in the experimental group were taught the idiomatic
expressions through L1 and ten participants in the control group were exposed to
idiomatic phrases in the target language (L2) with individual sentences in order to learn
the idiomatic expressions. Both groups underwent the same idiomatic expressions for a
period of one month. At the end of the sessions, the same test has been given to the
participants to check their understanding about idiomatic expressions taught.
Findings: Results of the quantitative Findings indicated that the participants in the
experimental group performed better than the participants in the control group. In
order to get the perception of these two teaching methods, a questionnaire was
distributed among the participants. The qualitative data gathered from the
questionnaire indicated that the students in the experimental group could recall the
English idioms for longer than the control group. Moreover the researcher was able to
identify students' active involvement and enthusiasm in making creative sentences
using English idiomatic phrases in L1, increased retention of idioms, low speaking
anxiety, motivation to speak, learner autonomy in utilization of their own mnemonic
situations, avoidance of cramming the facts and comprehensibility. Therefore, the study
indicates that L1 has a positive effect on learning L2 idioms.
Implications: The Findings could be used in order to encourage ESL teachers and
learners to use L1 in teaching L2 idioms and might also attract the attention of learners
to engage them in improving English speaking competency as it is an insightful teaching
method.
