About this paper

Appears in:
Page: 2400 (abstract only)
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

THE EFFECT OF INCORPORATING A CONTRASTIVE TEACHING APPROACH ON THE LEARNING OF ENGLISH IN BRUNEI

S.C.S. Ong1, M. Evans1, A. Yiakoumetti2

1University of Cambridge (UNITED KINGDOM)
2Oxford Brookes University (UNITED KINGDOM)
This study addresses second language education by using the unique sociolinguistic landscape of Brunei as a reference point. It provides an empirical illustration that learning a second language (L2 English) can be improved by exploiting the learners’ educational mother tongue (L1 Bahasa Melayu) as a pedagogical and cognitive resource via a Contrastive Linguistic Input (CLI) teaching approach. This teaching approach was applied in an intervention programme in a secondary government school, comparing a control group and an experimental group in Year 8, across the following target features: present tense, past tense, plurality, adjectives and articles. Specifically, the primary aim of CLI was to raise learners’ awareness of how their L1 contrasts explicitly with the L2, and to transfer this awareness into their L2 oral and written performance. The major finding was that the treatment significantly improved the experimental group’s achievement in both oral and written tasks across most of the target features. Quantitative analyses of learners’ oral and written performance were also carried out in terms of different teachers and gender of learners. The interviews revealed changes in teachers’ and learners’ perceptions and attitudes towards CLI. These findings contribute to the existing literature on L2 teachers’ professional development as they could be encouraged to reflect more critically on their choice of language use in the L2 classroom. This study also sheds light on the role of the L1 in L2 learning and the way it informs L2 research.
@InProceedings{ONG2011EFF,
author = {Ong, S.C.S. and Evans, M. and Yiakoumetti, A.},
title = {THE EFFECT OF INCORPORATING A CONTRASTIVE TEACHING APPROACH ON THE LEARNING OF ENGLISH IN BRUNEI},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {2400}}
TY - CONF
AU - S.C.S. Ong AU - M. Evans AU - A. Yiakoumetti
TI - THE EFFECT OF INCORPORATING A CONTRASTIVE TEACHING APPROACH ON THE LEARNING OF ENGLISH IN BRUNEI
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 2400
EP - 2400
ER -
S.C.S. Ong, M. Evans, A. Yiakoumetti (2011) THE EFFECT OF INCORPORATING A CONTRASTIVE TEACHING APPROACH ON THE LEARNING OF ENGLISH IN BRUNEI, ICERI2011 Proceedings, p. 2400.
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