The Applicability Scope of (L1) in The Teaching-Learning of The Skills, Sub-skills and Components of (L2): The role of (L1)-translation as A Vehicle Technique to Carry Out such A Scope

Abstract

The aim of this study was twofold: First, I will identify the domains of the applicability scope of (L1) in the teaching–learning of skills, sub-skills and components of (L2).  Second, I will find out the technique employed to carry out such an applicability scope of (L1) in the teaching-learning of skills, sub-skills and components of (L2). To achieve the purpose of this study, the researcher followed an argumentative analytical methodology while digging throughout the available related literature that was presented and arranged into a relative chronological format.  Findings of this study indicate that those skills, sub-skills  and components of (L2) , which can be taught or learnt within such an applicability scope of (L1) , are surprisingly very limited and not as wide as they thought to be because they constitute only (6) out of the sum of (37) other applications of this applicability scope which were  categorized into two other domains of the (L1) applicability scope:  the first constitutes (11) domains that are indirectly related to the teaching –learning of skills, sub-skills and components of (L2), and the second domain represents the sum of (20) other applications that are remotely and barely  connected with the teaching –learning of skills, sub-skills and components of (L2). Findings of this study also indicate that (L1)-translation technique is the central, if not the lone, vehicle to be enhanced in order to implement such an applicability scope of (L1) in the teaching –learning of skills, sub-skills and components of (L2); in addition, this study concluded that (L1)-translation is practically enhanced as a method of assessment and testing to evaluate students or learners' achievement in (L2). As a result, this study came out with various related recommendations.