Iranian Teachers’ and learners’ attitudes, preferences and behaviors toward using l1 in the English language classroom

The role of students' and teachers’ L1 in EFL classes has long been the subject of much debate. For this reason, various shifts to and from the L1 use in EFL classroom have been observed in teaching history. While advocates of the L1-only approach (e.g. Ellis, 2005; Sharma, 2006; Moeller & Roberts, 2013) suggest that the L2 should be the only language used in the classroom, many researchers, teachers and learners hold a different view and see a role for L1 and support its judicious use as an instructional tool. They believe this helps with matching teachers’ and learners’ expectations which is significant for successful language learning (Nunam 1987, Horwitz 1990, Schulz 2001). Accordingly, the purpose of this study was to shed light on EFL teachers’ and learners’ attitudes and behaviors toward using L1 in the English language classroom. Moreover, attempts were made to see if there are discrepancies between their perceptions. Pertinent data were elicited through two questionnaires administered to a sample of 250 and 120 EFL learners and teachers, respectively. Both instruments had 23 questions measuring the participants’ attitudes and preferences as well as behaviors. The findings of the study showed that both teachers and learners believe that English should be used as the predominant language in the class. Besides, they felt that it was acceptable to use l1 (Persian) judiciously in the English classroom.

کلیدواژه ها:

English-only approach ، Bilingual approach ، Learners’ attitudes ، First Language (L1)