Teachers’ Self Perception and L1 Use

This study was an attempt to address using L1 in English classrooms in Iran with regards to the teachers’ perception of their own knowledge and classroom practice as well as the attitude both teachers and students hold towards using L1. Qualitative and quantitative methods were used. The results indicated language teachers acknowledged the outstanding role of L1 in learning and they always felt a need to make a better use of it but they never fell back on L1 simply because they did not want to be accused of inefficiency and incompetency. Further analysis revealed that lack of vocabulary or grammar knowledge on the part of the teachers was their real motive not to let students use L1 to bombard them with questions.

کلیدواژه ها:

Teachers’ language knowledge ، Iran ، L1 ، EFL ، CLT