Use of L1 in the Iranian EFL Classroom

By reviewing the literature on development of English language teaching methods in last three decades, it is obvious that idea using first (L1) second (L2) classroom has always been controversial. The history pedagogy and role foreign learning generate debates as a language. growing every day Iran, result, need for informing best policy getting more urgent. principal intent current study, investigates use L1 classroom, to determine teachers, students policymakers’ beliefs attitudes towards L2 classroom. L1, this case, Farsi all participants are native speakers Farsi. One hundred fifty Language Department at elementary level Tehran Institute Technology study. They female their late teens or early twenties. teachers were surveyed by questionnaires researcher observed 10 classes interviewed 3 policymakers. information gathered from questionnaire was submitted SPSS analyzing data, interview. Class observation check-list used triangulate findings questionnaire. results study indicate have different EFL classes. While positive attitude, negative attitude. main reason mentioned not being against limited class they believe even sense can help them understand difficult concepts. However, an English-only be exposed Another finding functions are: explaining parts, managing exam instructions, two differences, checking comprehension, seeking others, joking with making relaxed presenting meaning new words. Given these findings, match student’s teachers’/policymakers’ ideas about level, methodology considers Farsi, way, suggested.