چکیده:
By the growing emphasis on communicative language skills, the attention toward using first language in second language classrooms has been raised. The primary aim of this study was to find out teachers’ and students’ perceptions toward the utilization of L1 in English classrooms in Institutes. In order to do this objective, the researcher used a mixed methods research design. Two groups of participants were used in this study. They were 56 EFL learners of
elementary, intermediate, and advanced level and 11 EFL teachers who were selected through convenient sampling. The proficiency level of the students was determined using Nelson Proficiency Test (NPT). The quantitative data were collected through a questionnaire while the qualitative data were collected through teachers’ interviews. After the data collection and analysis, the results of this study revealed that students in all language levels in Institutes had positive
perceptions toward utilizing L1 in L2 classes, teachers indicated their eagerness toward using L1 in their classes, and used L1 in high schools more than in Institutes. Furthermore, this study has some implications for EFL teachers.
خلاصه ماشینی:
"After the data collection and analysis, the results of this study revealed that students in all language levels in Institutes had positive perceptions toward utilizing L1 in L2 classes, teachers indicated their eagerness toward using L1 in their classes, and used L1 in high schools more than in Institutes.
Many researchers asserted that the role of the mother tongue (L1) in the second and foreign language classroom is facilitating and cannot be neglected anymore (Cook, 2010; Kavaliauskienë & Kaminskienë, 2007; Liao, 2006).
The use of L1 serves a number of purposes such as to give instruction especially at the beginning levels in order to ensure that everyone fully understands what to do (Atkinson, 1987; Cole, 1998; Machaal, 2012; Tang, 2002), explain the meanings of words (Jingxia 2010; Morahan 2010; Tang 2002), explain complex ideas, translate from L1 to L2 when students do not have English words (Nadzrah Abu Bakar & Kemboja Ismail 2009), and explain complex grammar points (Tang, 2002).
Therefore, the present study tried to investigate EFL Learners’ and teachers’ perception on the use of L1 in English classrooms in Iranian Institutes by answering the following questions: 1- What are the Iranian students’ perceptions toward using L1 in their English classes in institutes?
The researcher familiarity with the context of the study led to the assumption that Iranian high school students were not proficient enough to be able to understand English sentences perfectly well which raised doubts about the use of an English questionnaire and made him translate it into the students’ mother tongue (Persian)."