The Mother-Tongue (L1) Usage In Teachıng Englısh Perspectıves Of Students And Teachers

Introduction				many learners and that many students feel
				comfortable with more L2 when that is what
1. Recently, two different opinions have been				they are used to.’’ (Levince,1003, p.355)
discussed about L1 use in EFL classes.On the
one side, it is believed that L1 should be
used in EFL classrooms with the opinion of
that L1 use reduces anxiety which				As s consequence; it is not possible to conclude
helpsstudents learn beter (Auerbach,				that L1 reduces anxiety and, so helps beter
,Helgesen,Bernard & Edge3,2000; and Need help				learning of English.Similarly, it cannot be
urgently,2001).On the other side, the benefits of				said that L2 use is more beneficial in
teaching English through English are				terms of lowering anxiety.
emphasized and L1 use is restricted
(Ellis,1984;Chaudron,1988;and Takahashi,1996).This				L1 Use in Communicative Language Teaching
view emphaizes that the more students are
exposed to the target language,the beter their				Despite the thought that L1 use
capabilities in the target language will be.				reduces learners’ anxiety and facilitate
				their learning process, L1 use has not been
Regarding the relation betweenj				advocated in communicative language teaching
the input students receive in the target				and task-based learning methods ( Duff &
language and the outcame,Chaudron(1988) states				Polio,1990; Polio & Duff, 1994; Cook, 2001; and
that :				Rolin-Ianziti, 2002). Although, experts claim that
				communicative language teaching has referred
‘’……… in the typical				to neither the advantages nor disadvantages
foreign language classroom,the common				of L1 use, it is believed that L1 use
belief is that the fullest competence in				should not have a place in communicative
the TL (target language) is achieved by				classes (Piasecka, 1988 and Cook, 2001 ).
means of the teacher providing a rich TL
environment, in which not only instruction
and drills are executed in the TL, but				1. Although, the discussion about
also disciplinary and management				the L1 use in EFL classes is as old
operations.’’ )p.1)				as the history of foreign language
				methodology, as Piesecka (1988) points out, there are
1. Exposure to L2 and				no bases showing the disadvantages of
information in the L2 are claimed to be				L1 use or supporting the use of L1.Many
more important in EFL settings as EFL				studies focus on the occasions in which
learners are generally not exposed to				L1 is used or the reasons for the use
English outside the classroom in their daily				of L1 in the classroom rather than
lives unless they try to find some changes				investigating the effect of L1 use on
on their own ( Ellis,1994 and Murhey &				learners’ performances, which could
Sasaki, 1998).On the other hand Martin (2000),				provide a useful solution to the problem.
stated that an effective EFL teacher should
use L1 when necessary in EFL classroom.
Recenty, there has been a growing interest in
the use of L1 in monolingual low level EFL				Occasions of Reasons for and Attitudes
classrooms (Reis,1996; Cole,2001; Buckmaster,2000;				towards L1 Use
Hawks,2001; and Toyama,2000). That is believed
that use of L1 in the EFL classrooms				The researches investigated some
may be helpful in providing students with				issues about whether or not to use L1 in
a secure learning environment.In relation to				the classroom.the studies related to L1 use
the pedagogical benefits of L1 when in				have focused mainly on teachers’ more
language classes, Auerbach (1993) indicates that :				than learners’ use of L1 and their
				reasons for L1 use and attitudes towards L1
‘’its [L1] use reduces				use have beeb investigated.
anxiety and enhances the effective
environment for learning, takes into
account sociocultural factors, facilities				Duff and Polio (1990) concluded a
incorporation of learners’ life experiences,				research on the l! Use frequency, reasons
and allows for learner-centered curriculum				for using L1, perception of L1 use and
development.’’(p.2)				attitudes towards L1 use in foreign
				language classsrooms at the Unjiversity of
Although it is assumed that				California, Los Angeles ( UCLA). They studied
L1 use reduces anxiety in monolingual language				three issuses related to L1 use in an EFL
classes (Allwright & Bailey ,1991), the situation				classroom.First, the ratio of L1 use by the
could be different in advanced level				teachers in the classroom was examined.
classes.For example, the findings of the study				Second issue was the factors related to
by Ayd?n (2001) revealed that some				the use of L1 and L2.
advanced level students showed annoyance
about L1 use.				1. The third was on teachers’
The potantiel advantages of L1 use are				and students’ perceptions and attidudes
discussed in terms of grammer, classroom				towards the use of L1 in the foreign
management, vocabulary and methodogical				language classrooms.13 different foreign
issuses in EFL classrooms.L1 use is not				language classes and their teachers were the
suggested for speaking activites (Cole, 2001).As				participants of the study.The data were
Atkinson (1993) and Galloway (1993) argue,				collected through audio-recordings, classroom
communicative language teaching approach				observations, student questionnaires and teacher
seems to avoid addressing L1 use.				interviews.The results showed that
				teachers’ L1 use changes from to 0 in
1. Using English only, in EFL classrooms is				26 hours of smpled classroom sessions.This
possible but it fails to take accounts of a				wide changes in the percentages was
number of factors.Many EFL teachers try				explained in the thre factors related to
to use English as much as possible as they				the use of L1 and L2.the analysis of
can in the classroom.They give instructions				audi-recordings, classroom observation and
in English, they require students to ask any				teacher interviews suggested that teachers’
kind og questions in English and they say				L1 proficiency, language type taught, departmental
students should use Englisj while working				policy, lesson content, materials used and
in groups and pairs with their friends in				teachers’ formal teacher trining might
the classrooms.These are all probable and				have had an effect on the amount of
positive things in an EFL classroom.However				L1 and L2 use in classrooms.On the
the mother tonguecan be used to provide				other hand, the findings suggested that
a quick and accurate translation of an				there werw no relation between teaching
English word that might take several				experience and L1 and L2 usage.It was
minutes for the teacher to explain.				reported that many teachers in the study
				believed that trying to explain a point in
Using English only, in EFL				L2 was a waste of time.Instead L1
classrooms can lead to some problems				would be much more functional and
because there would be no guarantee				suitable and it was time. Some teachers
that the insructions and explanations are				stated that L2 use put a kind of
understood correctly, Also an English teacher				pressure on students although frequent L2
can have difficulties in general classroom				use could facilkitate their learning
management if he/she insists on using				process.Other teacher participants said that
English only Depending English only				they used L1 rather than L2 because
makes students feel uncomfortable if they				students knowledge of L2 was limited.
have some problems with speaking skills.In
addition students cannot combine the two				In another study by
languages if they are restricted to use				Polkio and Duff (1994) revealed when or for
English in classroom.				what function Foreign language (FL)
Hopkins (1988:18) claims that ‘’if the learner				teachers used L1.There were thirteen
of a second language is encouraged to				teachers in that study and they were
ignore his/her native language, he/she might				teaching in all four skills in monolingual
well feel identity threatened.’’				classes and students native language (L1)
				was English.The teachers’ native language
1. Because of these problems				was the target language (TL).As in the
caused by using English only, in EFL				previous study, the researchers used
classroom,teachers should use mother tongue				audio-recordings, observations and teacher
while teaching English as a second				interviews to collect data fort he study.In
language.But EFL teachers should now to				the interviews the teachers were asked
what extend they should use mother				to state how, when and the extent to
tongue and the effects of using mother				which they would usually use English, L1 in
tongue in EFL classrooms.By taking the				their classrooms.Later, the classes were observed
advantage of using mother tongue in EFL				and recorded.When the teachers were
classrooms teachers should create the				asked their reasons for L1 use in FL
best teaching environment for their students.				classes, they stated that they used L1 to
				take the students attention on important
				issues such as exams and quizzes, to
This study aims to reveal the				save time and to create empathy, to practice
opinions of mother tongue use in teaching				English, to explain unknown vocabulary items
tongue use in teaching English in EFL				and there was a lack of comprehension.But in
classes by showing true reasons whether				the interviews, some teachers said that
EFL teachers should use mother tongue or				occasions for L1 use suggest that teachers
not.Also, to what extend mother tongue should				were not aware of the exten of their L1
be used by EFL teachers in the				useçPolio and Duff (1994) state ‘’speakers
classroom.In order to achieve these aims,				in social settings are often simply unaware
observation methods and questionnaires will				of their language use in given
be used and the results will be held				situation’’ (p.323).
objectively by the researchher.

When the literature on L1 use in EFL				1. Murhey and Sasaki
classrooms is thougt, there seems to be policital				(1998) invstigated Japanese English
and adeological reasons rather than				teachers’ use of English in the
pedagogical reasons behind the challenging				classroom.Secondly, the teachers explained
debate on L1 use (Auerbach,1993; and Hawks,2001).				reasons for not speaking more English.At
These idealgical / policital reasons date back to				last,teachers’ facilitative beliefs and
the Americanization movement in the 19. centry.While				strategies they used to increase the
this movement give rise the spread of ESL				amount of English use in the classroom
instruction, ELT methodology advocated the use of				were determined.The findings of the study
English-only instruction,for example as in direct method,				showed that these teachers’ use of
in contrast to the earlier ones in which the use of				more English in their classes depended on
learners’ L1 had been allowed,as in				their experiences in their teaching carriers.In
Gramer-Translation (Celce-Murcia,1991; Auerbach,1993;				the informal talks, the teachers claimed seven
and Richard & Rodgers, 1986).				reasons for speaking Japanese instead of
				English in their classrooms.The seven reasons
				were these : 1. using Japanese is more
With the world war I,the number of				comfortable, 2. to get through the information
immigrants increased in America.This immigration				faaster, 3. Using Japanese feels more natural (as
movement made ESL instruction become more				they were all Japanese), 4. Principals, parents
important than ever because those immigrants were				and students want the teachers to teach
working at different jobs and expected to				for the entrance exams which is in
speak good English.This Americanization				Japanese, 5. Getting through the book is
movement influenced ELT methods.For				possible when Japanese is also used, 6.
example; Direct Method, which emphasies using				The netrance exam does not test
English only with no L1 was allowed				English listening and speaking, therefore there
(Auerbach,1993).				is no need to study them, 7. The textbook is
				difficult so needed to be translated into
L1 use in ELT methodology was not				Japanese so the students can understand it.
only affected by the Americanization movement
but it was also affected by British policies.In the				1. Murhey and Sasaki (1998)
late 1950s and early1960s, English was regarded as				tests their stu?dy about its reliability of
a tool which helps the spreading colonies of				the interview data.They suggest that
Britain.Therefore, L1 use had no place in ELT.In				current estimates of English/L2 use in the
a conference at Makare Universty, Uganda in 1961,				classroom should be determined by the
ELT experts mentioned that ;				help of various methods or by recording
				thee classes , and by increasing the number
- English is best taught monalingually				of teacher or student interviews.
- The ideal teacher of English is a native speaker
- The earlier English is taught, the beter the results				1. Jr. Schweerw (1999) made a
- The more English is taught, the beter the				study on the use of mother tongue (L1) in
resul?ts				english classes at the Universty of Puerto
- If other languages are used too much, standarts				Rico.The aim of the study was to
of English will drop (Phillipson, 1992.p.185).				determine the frequency and reasons of
				L1 (Spanish) use and attitudes of teachers
				and students towards L1 use in the
According to Phillipson (1992), these five				English classroom.Four teachers participated
principles say that there is no place for L1 in ELT.				in this study.The data of the study come
The reason for regarding use of L1 in ELT as a				from two sources: audio-recordings of 35
taboo is based on theideological and policital				minute samples from three classes at the
reasons.Spreading English was English was such a				beginning, middle and the end of the
strong purpose in America and Britain that using L1				semester and a short questionnaire was
was excluded in ESL during Amercanization				given both the four teacher participants
movement.				and the 19 other professors in the
				department.In addition, a similar questionnaire
				about the attitudes towards the L1 use
Researches in ELT showed				in the English classes was given to the
that L1 can be a very important source.The belief that				students of all the professors who filled
L1 use might play an important to improve the				out the questionnaire.the students’
second language has received great attention in				answers to the attitude questionnaire
bilingual education (Collingham, 1988; and Piasecka,1988				showed that Spanish should be used to
) lists the advantages of using learners’ L1 in ESL
classrooms like:

1. Valuing and building on the knowledge that learners				Some extent in English classes because a majority o
already have and bring to the classroom.				fthe students believed that the use of Spanish helps
2. Raising the position of languages used by ethnic				them learn English better. The teachers’ answers
minorities in Britain, which in turn raises the self esteem				to the questions ‘If you use Spanish in your
of the speakers of those languages,making them more				classroom,why do you think this may be more
confident and effective learners.				effective than using English exclusively?’ asked the
3. Raising language awareness.Learners already have				reasons of L1 use in the classroom.The reasons given
some linguistic skills and knowledge; by thinking about				by the four teachers were as it shows:
their own and other languages, a class will learn
more about language and languages in general.This
can speed up aspects of learning and increase				Teacher 1:”Sometimes it is
learners’ tolerance of one another’s				more important for students to understand a concept
diffucilties.In this way students cooperation is raised				tahn it is for that concept to be explained exclusively
and classroom Dynamics are improved.				in English.”
4. Using learners’ first language improves learning				Teacher 2:”In my writing
English.				courses, I use some Spanish because it helps students
5. There is less similarity of the lesson content being				write beter reports. It also serves as an additional input
patronizing or childish where the contributions				to ensure that that they achieve the main objective of
students can make in L1 are recognized as important.				the course, which is the production of higher quality
6. Fostering cooperative and independent learning.				written work in English.”
7. Reducing learner anxiety and increasing				Teacher 3:”First of all I use
confidence and motivation in the classroom.				Spanish to establish rapport with my students, and
8. Gaining every learner, no matter how limited their				secondly, to serve as a model person who speaks
knowledge of English, to support to the lesson in many				both languages and uses each one whenever
waydepending on their previous experience (p.82).				necessary or convenient.”
				Teacher 4:”I think students can
Seeing the list above, Collingham (1988) states the				identify better with a teacher who speaks to them in
importance of L1 use in bilingual education.				their own language, thereby letting them know that you
				respect and value their native language.”
Atkinson (1987 ) makes a classification with
nine principal occasions and activities for which L1				Although the analysis of the recordings indicated the
use is useful in teachinh / learning process and				occasions where the four professors used Spanish, a
environment.These nine occasions (at all levels),				statistical and descriptive report was not provided in
giving complex instructions (at early levels), cooperation				the article.
among learners (at early levels), discussion of
classroom methodology (at early levels), presantition				Turnbull(2000) also carried out an
of language (mainly at early levels), checking for				investigation to determine the reasons of 4
sense, testing, development of useful learning				teachers’ use of French(L2) and English(L1) or a
strategies (advanced levels). But he mentions not				mixture of both languages in their core French classes
use L1 too much in EFL classes.				in Canada. All the teacher participants were native
				speakers of English and experienced in the profession.
Piasecka (1988 ) suggests possible				The data were based on the observations which took
occasions in which mother tongue (L1) should be				place nearly 8 weeks—an average of ten class
used.These occasions are argument of the syllabus				hours for each teacher, or an average of 400 minutes
and lesson, setting the scene at the begining og				per class. In the classes, the same Project based
class, profiling and record-keeping, resolving individual				teaching unit was taught. Although the data analysis
areas of diffuculty, classroom management,personal				was mainly based on the teacher talk analysis method
contact, language analysis, instructions or prompts,				used by Polio and Duff(1994),many of the
error explanations,assessment of comprehension,				classifications came out of the data.The transcripts
presantation of rules, governinf gramer / phonology				were divided into functional units and each functional
/morphology and spelling, cross-cultural issues				unit was engaged to one of the three
discussion, assessment and avaulation of the				categories:social,academic or management.Each
lesson.She says that it is not only important to know				functional unit was coded as L1(English),L2(French) or
the levels of learners but also the content and the				mix(both languages).The results showed that the
format of the lesson would determine the use of L1 in				majority of the reasons for L1 and L2 use was
EFL classes.				academic based rather than social or management.
				Like Murhey and
				Sasaki(1998),Turnbull also discusses the limitations of
Piasecka (1988) states				his study. He points out that semi-structured interwiews
that, L1 is important in ESL classes.Students				with the teachers about their used of French and
levels of proficiency in English should be				English would have enhanced the reliability of the data
based on the amount of L1 use. At first				analysis. It is suggested that video-recordings followed
stages, learners’ knowledge in English				by semi structured interwiews should be used to
limited.Therefore tjeir L1 knowledge could be used				determine EFL teachers’ use of L1 and L2 in the
to help them improve their English.As learners’				classroom.
proficiency level increases, the amount of L1 use				In relation to attitudes towards L1
should decrease.				use, Al-Busaidi(1998) investigated teachers’ and
				students’ attitudes towards the use of L1 in EFL
With the knowledge of				classrooms in Oman. The results showed that
her observations and experience Collingham (1988)				students’ level is the most influential factors that
also suggests nine occasions in which L1				effected a teachers’ decision to use L1 in the
use can be helpful in EFL classrooms : to				classroom. In addition, these teachers preferred L1
discuss the sykkabus, to develop ideas to				when explaining the similarities or differences between
Express them in the L2, to reduce inhibitions or				L1 and L2 in considering grammar and vocabulary. The
affective blocks to L2 production, to elitic				students’ use of L1,on the other hand, was most
language and discourse strategies, to teach				frequent in group work activities in which students
vocabulary, to teach phonology, to provide				were to use the target language to communicate and
explanations of grammar, to facilitate				practice. The findings also showed that the
comprehension questions, to provide essential				teachers’attitude towards L1 use in the classroom
information to minimize the change of				was negative whereas the students showed positive
misinterpretation.				attitudes. Students in lower level classes were more
				positive about L1 use when compare to higher level
				students. This findings supports the thought that there
Here is a summary of the occasions for L1				is a relation between EFL learners’ proficiency level
use by the there researchers (figure 1 ):				and L1 use in the classroom.(Reis, 1996; Cole,2001; and
ATKINSON (1987)				Hawks,2001).
PIASECKA (1988 )				Takahaski(1996) made a study on
COLLINGHAM (1988)				Japanese teachers’ L1 use in the classroom and its
				influence on the students. This study aimed at finding
1. eliciting language				a)the percentage of English and L1 used in the
				classrooms, b)whether or not the teachers and
2.checking				students are satisfied with the percentage of English
				and L1 use, c) when both the students and teachers
3.giving complex instruction				think the teacher should use L1 in class, and d) how
				much the amount of the teachers’ English influence
4.co-operation among learners				the students. A questionnaire that investigated the four
				issues listed above was developed for students and
5.discussion of classroom methodology				teachers. The students of English classes and their
				teachers at the English department of Nagoya College
6.presantation and reinforcement of language				completed this questionnaire. In addition to the
				questionnaires, &Japenese teachers’
7.checking for sense				‘reading comprehension’ and ‘dialogue’
				classes of English were tape recorded and semi
8.testing				structured interviews with both the teachers and
				students were held. The results showed that English
9.development of useful learning strategies				was used from and 0 range.
1.negotiation of the syllabus and the lesson				Most of the teachers said that
				they were satisfied with the amount of English they
2.setting the scene at the begining of class				used in the classroom while they were not satisfied
				with the amount of L1 use. All teachers believed that L1
3.profiling and record keeping				should be used when teaching grammar. The students
				in the study said that English rather than Japanese
4.resolving individual areas of difficulty				should be used in many occasions.
				Rollin-Ianziti(2002) conducted a
5.classroom				study to determine when French teachers used
6.personal contact				English, L1 in the foreign language context at the
				University of Queensland. Four teachers teaching
7.language analysis				French participated in the study. These teachers’
8.instructions or prompts				classes were audio-recorded for about six hours in a
				week. During the recordings, the teachers were
9.explanation of errors				informed that their classes would be recorded for the
				use of L1 in their speech. The results showed that the
10.assessment of comprehension				four teachers used L1 for these purposes: a)translation,
				b)metalinguistic uses, and c) communicative uses.
11.presantation of rules,governing gramer
				As the review of literature shows,
12.discussion of cross cultural issues				there are some factors effecting L1 use in a language
				classroom. Some of these factors are, learners’
13.assessment and evaluation of lesson				level of target language, teaching and learning context,
1. to discuss syllabus				materials, content and type of the lesson. Also we can
				infer from the literature review that the findings of one
2.to developed ideas to Express them in L2				study investigating occasions, reasons for and attitudes
				towards L1 use in an EFL classroom might be different
3.to reduce inhibitions or affective blocks to L2				from those of other studies because issues are
production				context-specific. Consequently, the finding of one study
				in the review of literature cannot be generalized. The
4.to elitic language and discourse strategies				data of such a study should be collected with the help
				of various methods or ways so the reliability of the
5.to teach vocabulary				data should not be questioned as Murhey and Sasaki
				(1998) and Turnbull(2000) stated.
6.to teach vocabulary				This study aims at finding out the
				opinions of teachers and students in EFL process
7.to provide explanations of gramer				about the L1 use. It also investigates the reasons and
				occasions of the L1 use in EFL classrooms. These
8.to facilitate comprehension questions				studies and beliefs in the review of literature related to
				L1 use is regarded as a guide to our research.
9.to provide essential information to minimize the
change of misinterretation				The
				�
				This study aimed at investigating basically two issues
				on L1 use in EFL classes. The study consists of two
1. Figure 1. Suggested Occasions for L1 Use				phases. In Phase 1,the occasions of and reasons for L1
(Atkinson,1987,Collingham,1988 and Piasecka,1988)				use in EFL classes were investigated. In this phase,
				EFL students were asked how much mother tongue
				they used during English lessons. In the Phase 2,EFL
As it is seen in the Figure 1, the ocasions in				teachers were asked how much mother tongue
which L1 could be used are similar.But these				they used during English lessons.
suggested L1 occasions are context,specific.Also, there				Two group of people participated
is no support for the validity of these				in this study,one was the instructors’ group and the
occasions.These occasions can vary in different EFL				other was the learners’ group. 3 EFL teachers and
classroom contexts.				62 EFL students of an Anatolian High School took part
				in this study. Two of the instructors are female an one
Advantages of L2-Only Classes				is male. Forty one of the learners are female and
				twenty one are male. The level of the students’ is
In ELT,teacher talk is very important				upper-intermediate and they all nearly have the same
input for learners because teacher talk plays a				level of English and they are 16-17 year-old 10th grade
significant role in L2 acquisition (Cullen,1988).It has				students. One of the EFL teachers has 4 years
been believed that learners’ fullest				experience, the other one has 8 years experience and
competence of the target language environment				the last one has 11 years teaching experience.
(Cchaudron,1988; and Ellis, 1994).Turnbull (2001)				This study aimed to investigate
states that, this positive relation between				opinions of EFL teachers and students towards the
teacher’s language use and the				use of mother tongue(L1). In addition to that, this study
students’ test scores hasn’t any				will also clarify the reasons of L1 use, and will show
statistical support.				which occasions L1 is used in the EFL classroom. In
				order to achieve these aims a descriptive design
				was held. At the end of the research the data were
				analyzed.
One of the findings in a research				In this study two questionnaires
conducted with ESL educators in USA also				were used. One was given to the EFL students
showed that educators strangly believed that.				while the other was given to the EFL instructors of
				Anatolian H?gh School. Both instructor and student
‘’The more students are				questionnaires aimed at investigating the following
exposed to English, the more quickly				issues:
they will learn; as they hear and use				1) When instructors and students in EFL
English, they will internalize it and begin to				classes use L1 (mother tongue)?
think in English.’’(Auerbach, 1993, p.14 )				2) Why instructors and students in EFL
				classes use L1 (mother tongue) ?
				3) The occasions in which L1 is used in EFL
Educators thoughts reflects the opinions of				classes according to the instructors and students.
many other teachers but, Ellis (1994 ) and				The following steps were taken to produce the final
Gass (1988) points out that there is little				versions of both the instructor and student
research, which consistently supports this view				questionnaire.
( Ellis 1994 ; and Gass 1988 ).				1. The L1 use occasions questionnaires was developed
				and adopted by the researcher. While developing the
				Belinda Ho Fong Wan Kam’s(1998) questionnaire
1. Related to the L1 use in				was consulted. In additon,
monalingual EFL classrooms, many discussions				Atkinson’s(1987),Piasecka’s(1988) and
have been occurred.One of these discussions				Collingam’s(1988) suggestions on L1 use helped in
has focused on the relation between L1				developing the items in questionnaires.
use and input issue.Some researhers states				2. After the questionnaires were developed according
that EFL teachers should use L1 at a				to researcher’s aims, researcher firstly distributed
minimum degree because learners have				the questionnaires to the students(see Appendix A),
little exposure to L2 outside the				the questionnaires were in two languages(Turkish and
classroom.Consequently, EFL classrooms and				English)in order not to let any misunderstandings(see
teachers are the only L2 sources of				Appendix A and B).After the students answered the
input for EFL learners (Polio & Duff, 1994;				questionnaires at the beginning of the
and Turnbull, 2001 ).Others, state that exposure to				lesson,researcher collected the data of this study from
L2 does not guarantee that L2 input would				the students.
result in input (Chaudron,1985; Ellis 1994; and Gass,				3. Also these questionnaires were in two
1988 ).				languages(Turkish and English) in order not to let any
				misunderstandings(see Appendix A and B).After they
				filled the questionnaires the data of the instructor
Advantages of L1 (mother tongue) Use				questionnaire was colleceted.
				4. At the end of the data collection part 62 EFL
With regard to advantages and				students and 3 EFL instructors stated their L1 use
disadvantages of L1 use, it has been				opinions and occasions.
suggested that the use of L1 might help				The data for this study were collected from
reduce learner’ anxiety, which facilitates the				the questionnaires(see Appendix A and B)about the L1
lerarning process (Krashen, 1982; Reis, 1996; Cole,				use occasions in EFL classes of Anatolian High
2001; and Auerbach, 1993 ).				School in the first term of 2007-2008 education year.
				To collect data a questionnaire was distributed to the
				students about the L1 use occasions in EFL classes
The advantage of L1 use with respect				and a questionnaire was distributed to EFL instructors
to reducing anxiety reminds us of				about L1 use occaisons in courses they attended.
Krashen’s affective fitler hypothesis.In his				For this study,multiple choice
affective fitler hypothesi Krashen (1982 ) states				frequency questionnnaires were held both fort he EFL
that allowing students to use L1 helps them				instructors and students.Questionnnaires were applied
lower their affective filter.				to three EFL teacher and sixty two students.The
				questionnaires were both in Turkish and English in order
1. Reis (1996 ) states when teaching				to be understand clearly by all of the participants.With
English through English, he observed that his				the help of study the attitudes of the participants and
students were not content with his teaching				occasions were learned fort he L1 use in the EFL
English throuh English.He tried to convince				classrooms.
them them about the advantages of the				�
mazimum use of English in the classroom,
but he cannot succeed. As a result, he				Data Analysis and Discussion of the Findings:
come to a conllusion wit his students and they
together decided to allow five minutes of				In this study,L1(Turkish) use in
L1 use in each class sessions. This five				EFL classes was examined in two phases.In the first
minutes of L1 was called the ‘’L1				phase occaisons in which L1 is used were
break.’’ As Reis (1996 ) puts L1 break, it				investigated.The second phase was designed to
appearead to have impressive effect both				determine the occasions in which L1 is used by the
on him and the students by reducing				EFL teachers in their English courses.In order to
students’ affective fitler and created				determine the occasions,two questionnaires were held
a friendly nice classroom environment.				by the researcher.One was applied to the instructors
				and the other was applied to the students in EFL
				classes.3 instructors and 64 students applied to the
Cole (2001) also supports the				questionnaire.
thought that L1 is the most useful at				L1 use has long been discussed in ELT.Some
begining and low levels because it can				researchers advocate the use of L1 in ELT classes
provide students with a more secure and				based on the assumption that it reduces anxiety and
easy to learn atmosphere in class.However,				therefore promotes better learning(Reis, 1996; Cole,
the situation would be different in				1998; Buckmaster, 2000; Toyama, Viney, Helgesen,
advanced level monolingual EFL classrooms.				Barnard&Edge, 2000; and Hawks, 2001).Others on
Ayd?n (2001) investigated the sources og				the other hand,believe that L1 use is disadvantageous
EFL classroom anxiety in advantec level				because it prevents learners from exposing the target
speaking and writing classes at the faculty				language(Ellis, 1984; Chaudron, 1998 and Takahaski,
of ELT department.The results showed that				1996).L1 use in EFL classroom is still a controversial
L1 use in the classroom is one of the				issue.The present study,therefore,investigated the
anxiety sources.Some students reported				opinions of L1 use in EFL classes.The study also
annoyance about L1 use while others				investigated L1 use occasions in EFL classes.
found L1 use helpful.				This study investigated the issues
				related to L1 use in two phases. In the first phase the
One yje other hand, it is believed				occasions in which students use mother tongue was
that frequent L2 use makes students to				determined and in the second phase the occasins in
feel anxious.Levince (2003) made a research				which English teachers use mother tongue was
to test this belief.In her study, she				determined.
investigated the hypothesis that L2 use by				Both in the first and second
teachers and students correlated positively with				phase, the data were collected through questionnaires
students’ sense of anxiety about L2				applied to the students and teachers. To determine the
use. The results of the research showed				occasions in which mother tongue(L1) is used 64
a negative relation between reported				students and 3 teachers were given a questionnaire.
amounts of L2 use reported L2-use				The students and teachers questionnaire were
anxiety.This result suggests that :				different from each other.
				The results of the questionnaires
‘’… greater L2 use				revealed that instructors and students used
may not translate into greater anxiety for				L1(Turkish),on different occasions.

Efl Law

The Mother-Tongue (L1) Usage In Teachıng Englısh Perspectıves Of Students And Teachers