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Rhetorical Analysis of Amy Tan’s Mother Tongue

• Categories: Amy Tan Mother Tongue Rhetoric

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Words: 1166 |

Published: Dec 3, 2020

Words: 1166 | Pages: 3 | 6 min read

Works Cited

• Tan, Amy. 'Mother Tongue.' Wake Tech English 111. 1990. 275-280.

Should follow an “upside down” triangle format, meaning, the writer should start off broad and introduce the text and author or topic being discussed, and then get more specific to the thesis statement.

Provides a foundational overview, outlining the historical context and introducing key information that will be further explored in the essay, setting the stage for the argument to follow.

Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

The topic sentence serves as the main point or focus of a paragraph in an essay, summarizing the key idea that will be discussed in that paragraph.

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad about the topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

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THE IMPACT OF MOTHER TONGUE IN SECOND OR FOREIGN LANGUAGE LEARNING IN SECONDARY SCHOOLS A Case of Same District

Learning the second language (English) has been a gigantic problem. This study aimed at finding the impact of mother tongue in second or foreign language learning in secondary schools in Same district. In addressing this study, three research objectives were developed; to identify the phonological effects of mother tongue on second/foreign language learning, to assess how the phonological effects of mother tongue affect second/foreign language learning and to explore the solutions of the effects of mother tongue on second/foreign language learning in secondary schools. Case study design was used, random and purposive sampling were employed to get the targeted population and data was gathered through questionnaire, observation and interview, the data obtained was analyzed using descriptive analysis and thematically. Result from the study reveals that, mother tongue has effects on learning English. Also answers from respondents drew the conclusion that mother tongue blocks fluent and competent in learning English, remove learner‟s communicative confidence and block quick grasping of ideas. These results indicate that, teachers should use appropriate teaching techniques that provide learners with adequate practices like tongue twisters, provision of good learning environment as well as school language policy.

Related Papers

Moein Zergani

This article wants to show how most of the students around the world because of teaching in a language contrary to their mother tongue in first grades of school have found problems in their character, identity, originality and concepts of some words.

Dr Yashpal D Netragaonkar

Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence

International Journal of Research (IJR) Vol-1, Issue-11 December 2014 ISSN 2348-6848

Dr. Manoj K U M A R Yadav

The role of mother tongue in second language learning has been the subject of much debate and controversy. Most teachers feel that the use of L1 should be minimized and they feel guilty if they use it a lot. When challenged they find it difficult to say why. Against the use of L1, it is the general assumption that English should be learned through English, just as you learn your mother tongue using your mother tongue. But the idea that the learner should learn English like a native speaker does, or tries to 'think in English', is an inappropriate and unachievable thought. The role of mother tongue in teaching and learning of English has been discussed in literature. The influence of mother tongue is proved both positive and negative in teaching and learning of English. A learner's L1 is an important determinant of Second Language Acquisition. The L1 is a resource which learners use both consciously and subconsciously to help them arrange and re-arrange the L2 data in the input and to perform as best as they can. The cultural features connected with L1 use can be put to good effect when teaching L2. Second language acquisition is a developmental process; L1 can be a contributing factor to it. This paper makes an attempt to understand the role of L1 in the teaching and learning of English and also reports on different methods, classroom management and some activities that could help them in learning English.

Jenny Pearl Razonable

It is often believed that usage of mother tongue may negatively affect pupils English language proficiency because of the influenced of the mother tongue to the English language proficiency of the pupils. This study used descriptive – correctional study to investigate and analyse the result of the relationship between usage of mother tongue and English language proficiency of the grade four pupils. The respondents were the 216 grade four pupils of Digos City Central Elementary School. The respondents of this study were chosen by the use of Sloven’s Formula to get the sample size of the population in a random sampling technique. A modified questionnaire by Rafailes, Cerbo, Jornales, Gemilga and Abrasaldo (2017) entitled “Usage of mother tongue and English Language Proficiency of the Grade 12 – HUMSS strand” were distributed to the grade four pupils who are chosen to be the respondents of the study. In order to know the level of English language proficiency of the respondents, their English grade in first grading were used. Using the mean and Pearson Moment correlation, result showed that there is significant relationship between the usage of mother tongue and English language proficiency of the grade four pupils. This finding was further confirmed by the result also showed the pearson r value which is equal to -0.274 in which it describes as negligible negative correlation. Despite the result revealed a negligible correlation, the general idea inferred that as higher the usage level of mother tongue, the lower the language proficiency. Similarly, the lower the usage level of mother tongue, the higher the language proficiency. Keywords: Education, Philippines, Usage of Mother Tongue, English Language Proficiency, Descriptive – Correlational

Jean Damascene Ngendahayo

ABSTRACT This research reports the impact of using the mother tongue on Musanze upper primary learners’performance in English: case study of Bukane and Gahondogo primary schools. A qualitative design used interviews, observation to collect data for the research. This study adopted a qualitative method through which data was analyzed from English primary schools in P5 and P6 as well as students from these classes. Along with that, the quantitative method was not left behind because the researcher used the questionnaires to collect data numerically from his informants. The research findings disclosed that the mother tongue was used in English classes during the researcher’s observations and through interviews and responded questionnaires confirmed that use. The 59 respondents of this research reported that they use mother tongue in English class due to the following factors: teachers said that they preferred to mix both mother tongue and English because of the lack of the confidence in English, their background was not Anglophone so as to communicate freely and correctly in this language, they also said that it was due to the fact that they usually wanted to help their students to have comprehension of the content. The students who were chosen to respond to the present research said that they used the mother tongue in English so as to have a great comprehension of the content and they did not have much vocabulary as well as the lack of motivation in English language. These factors met with these research objectives and hypotheses. As an impact, students failed to master well the English language skills such as speaking, listening, writing and reading as their result of poor performance in English. All in all, the mother tongue must not be used so much in English class because it hampers the effectiveness of the L2 acquisition and performance. Again if it is not used wisely it can deprive English language skills to come along as the study revealed. Therefore, the research recommended the ministry of education to increase the English language trainings at least two trainings per year to help those teachers to feel confident in English language teaching and learning. In addition to that Anglophone school based mentors must be sent to all primary schools to advise and help teachers and students to use English in classroom and outside of it in terms of improving English language skills mentioned above.

Journal of Education and Practice

Mirvan Xhemaili

M.Naci Kayaoğlu

There has been a longstanding debate over whether the use of mother tongue in EFL classes should be avoided or welcomed. To what extent the use of L1 facilitates L2 learning or poses a debilitating effect on learners has been a perennial issue in second language learning. In spite of a lack of substantial empirical evidence favoring or hindering the use of mother tongue, some avoid using L1(mother tongue) in foreign language classes due to the popular belief that the role of L1 in SLA gets in the way of or interferes with the learning of L2, while others take a different position for various reasons. The aim of this study was to explore the theoretical and practical positions of English teachers in the use of first language in their classroom instruction. A total of 44 teachers of English at Karadeniz Technical University were involved in the study. The data were collected by administering a questionnaire containing 35 items and analyzed in SPSS 16.00. An in-depth interview with 12 participants was also used to gain more insight into the teachers’ current classroom practices. Overall analysis indicates that a great majority of the teachers were found to take a practical and pragmatic position in the use of L1 instead of adhering to popular beliefs on this topic.

Journal of Foreign Language Education and Technology

Elif Denizer

Mother tongue largely refers to not only the language one learns from one’s mother but also the speaker’s dominant and home language. It’s also called native language. This study was conducted to find whether mother tongue interferences in second-language learning, and if so; whether it affects the learners’ performance in four language skills, and also in which skill(s) it has the biggest effect. Data collection tool included a questionnaire by which participants were asked to rate the questions and tick-circle or write in the correct blank. The questionnaire was based on both quantitative and qualitative approaches with the help of 4-point Likert-scale questions and one open-ended question at the last part. The participants of the study were 20 volunteer students (15 females and 5 males) in Uludag University on whom the questionnaire was randomly applied. They ranged in age from 18 to 40 and the mean age was 23. Their mother tongue was Turkish, and they knew English as a foreign l...

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