Investigating the Use of the First Language (L1) in an EFL Classroom: Students‟ Perceptions and Teachers‟ Attitudes. The Case of Second year EFL Students at Mila University Center

Abstract

The issue of first language (L1) interference in English as foreign language (EFL) context has been a topic of debate in the literature of foreign language (FL) teaching and learning for many years. This research paper reports a study in which both teachers and learners are asked to express their attitudes and beliefs about this issue. It also investigates the possible reasons for the mother‟s tongue integration. In relation to this context three research questions are raised: 1)What are the students‟ perceptions and the teachers‟ attitudes towards integrating L1 in the English classrooms? 2) What are the reasons behind the use of L1 in EFL classes? 3) During the learning/teaching process, is the mother tongue (MT) use considered as a help or an obstacle? Accordingly, we hypothesized that both teachers and students will have positive attitudes towards the use of L1. In order to check the validity of the hypothesis and answer the before mentioned questions, two questionnaires were developed and imparted; one questionnaire is administered to sixty second year students of English at the Department of Foreign Languages, Mila University center, while the other is delivered to twelve teachers of English at the same university center. Despite some disagreements, the main research findings reveal a negative attitude from both teachers and learners regarding the mother language use. By the end, a multiplicity of recommendations were provided to improve the intervention of the mother tongue in the EFL classroom on the basis of the literature review and the obtained data.