Teacher Experience on Using Mother Tongue in Second Language Classroom: A Narrative Inquiry

Abstract

This thesis entitled “Teacher Experience of Using the Mother Tongue in a Secondary Classroom: A Narrative Inquiry” was conducted to find out the teachers experience of using mother tongue (MT) in the second language classroom. Four English teachers were selected from Kirtipur, Kathmandu district. An unstructured interview was administrated as tools to collect data. The study shows that the teachers are in favour of using the MT in the classroom. It is seen that MT is mostly used for teaching grammar, vocabulary, rapport building, to address level of students, to reduce stress, classroom management, motivate students and to clarify concepts. Despite these advantages, the study also shows that the massive use of MT hinders language-learning processes. It influences the pronunciation along with the confidence level of the students. The finding of the study also shows that there is no hard and fast rule of using MT in the second language classroom. The teacher can determine the use of MT himself / herself as the degree of MT used in the class differs from one to another. This thesis comprises five chapters. The first chapter includes the background of the study, statement of the problem, objective of the study, research questions, and significance of the study, delimitation of the study and operational definition of the key terms. The second chapter consists of the review of the theoretical literature and empirical literature, its implications for the study and conceptual framework. The third chapter consists of the design and method of the study, population, sample and sampling strategy, Research Tools, sources of data. The fourth chapter includes the analysis of data and interpretation of the result and highlights the summary. The last chapter consists of a synthesized summary, conclusion, and recommendation of the study. At the end of the thesis there are reference and appendices.