The use of pupils L1 in teaching English vocabulary

Pupils who had undergone four years of primary education were found to lack vocabulary knowledge in learning English. Thus, this study aimed to examine the views of English as  a Second Language (ESL) teachers and pupils on the use of pupils’ first language (L1) in the  teaching of English language vocabulary. It also investigated the teaching practices in particular  the strategies employed by an ESL teacher to teach vocabulary using the pupils’ L1. The  participants were an ESL teacher and 24 Year Five pupils in a rural school in Perak. The sample  consists of 9 boys and 15 girls who were all Malays. In addition, 30 ESL teachers in Perak answered  a set of questionnaire. This study employed a combination of descriptive case  study  and  survey   method  whereby  the  study  comprised  of  classroom observations,  interviews  with  teacher  and   selected  pupils  and  questionnaire administered to pupils observed, and questionnaire  administered to ESL teachers. The data from the classroom observations and interviews were  transcribed and analysed qualitatively while the data from the questionnaire administered were  analysed using descriptive categories. The findings provided an understanding of the views of the  teachers and pupils in teaching English vocabulary using the pupils’ L1. The findings also provided  insights of the teacher’s strategies in teaching vocabulary using the pupils’ L1. Finally, the  teaching of vocabulary is essential in determining the success of pupils in mastering the language skills.