چکیده

The present study sought to investigate EFL teachers’ perceptions and practices regarding the use of L1 in L2 classrooms. The participants were eighteen Iranian EFL teachers, teaching adults’ EFL classes at different proficiency levels. Their mother tongue as well as that of their students was Persian. Classroom observations and semi-structured interviews were the instruments employed in this study. The participants’ classrooms were observed, recorded, and transcribed. Besides, field-notes were taken during the observations. The objective of the classroom observation was to investigate the participants’ actual teaching practices. The classroom observation transcriptions were analyzed to find instances of L1 use. Besides, content analysis was carried out on classroom observation field-notes. An interview framework, including nine questions, was designed based on the points highlighted in the literature about L1 use in L2 classrooms. Each participant took part in an interview session in order to find out about the participants’ teaching perceptions. The interviews were recorded and transcribed. Interview transcriptions were analyzed to find the main themes in the data. Analysis of the data indicated that the participants believed that if an EFL teacher knew the learners’ L1, s/he should use it in case the need arises, as the last resort. In general, they expressed their preferences in using L1 as far as the learners’ proficiency level is concerned and in teaching language sub-skills. In practice, they mostly used L1 in their classes for teaching vocabulary. Few mismatches were observed between the participants’ perceptions and practices.

کليدواژه ها

Teachers’ Perceptions, Teachers’ Practices, L1 Use

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Nafeeseh Aryaeian , 1398 , A Qualitative Exploration of EFL Teachers’ Perceptions and Practices Regarding First Language Use in Teaching English as a Foreign Language , اولين کنفرانس بين المللي مطالعات زبان انگليسي