Examining the experiences and methods of teachers using the first language in English language classes

This article examines the experiences and methods of English language teachers' use of the first language (L۱) in classrooms. Despite the emphasis of common approaches on maximal use of the target language (L۲), evidence shows that limited and targeted use of L۱ can in some cases facilitate learning .Potential benefitsinclude helping to better understand grammar points and difficult vocabulary, comparing the structures of two languages, effectively managing the classroom, and connecting emotionally with learners. However, most teachers emphasize the need to limit the use of L۱ to avoid over-reliance .The appropriateness of the learners'language level is also an important factor, and as L۲ mastery increases, the need for L۱ decreases. The findings support a flexible and balanced approach in which, along with L۲ centricity, the benefits of intelligent L۱ use are also taken advantage of .Finally, teachers should judge the extent and manner of using L۱ according to thecircumstances of each class and with the aim of facilitating effective learning of the target language.

Keywords:

English language teaching , the role of the first language , teaching strategies , learning the second language