Iranian Efl Teachers' Perceptions of Using L1 in High and Low Proficiency Language Classes

1.IntroductionIn terms of using L1 in language classroom and code switching, there have been many theoretical arguments, both for and against use of L1 in language classrooms. incorporation of L1 into an L2 classroom is one of most disputed and ambiguous issues among linguists, researchers and teachers.On one hand, Macaro (2005) argues that L1 should be integrated into an L2 classroom. use of first language will provide students with a source of scaffold and live input (Crawford, 2004) and learners have ability to deal with two different languages simultaneously.On other hand, Cook (2001) insists that students should be shown importance of L2 through its continual use. And also, supporters of Monolingual Approach state that translating between L1 and L2 can be dangerous as it encourages belief that there are 1 to 1 equivalents between languages, which is not always case (Pracek, 2003). According to these opposing views, issue of using mother tongue in language classroom is still controversial.Many teachers and researchers began to re-evaluate and reconsider their negative views towards use of mother tongue after appearance of studies supporting use of L1 in a controlled way (Jadallah & Hasan, 2011). Swan (1985, cited in Atkinson, 1987) asserts that communicative approach should be reassessed, but did not call for a reassessment of role of mother tongue in classroom, which Atkinson believes has a vital impact on student's learning. Sometimes it is difficult to decide when to shift from L2 to L1 (Copland & Neokleous, 2011).Teachers' perceptions also play an important role in their actual practices while teaching target language. In their book Psychology for Language Teachers (1997), Williams and Burden argue that teachers are highly influenced by their beliefs. Teachers' beliefs is an extremely complicated phenomenon which involves various aspects, such as beliefs about nature of language itself, language learning and teaching, learners, teachers, and teachers -learners power relationship. Such beliefs definitely influence teachers' approaches to EFL teaching. In light of this, this study aimed at exploring Iranian EFL teachers' perceptions of using L1 in high and low proficiency language classes.2.Literature ReviewIt is claimed that ban of L1 from classroom would motivate conscious and unconscious learning (Jadallah & Hasan, 2011). Sharma, (2010, p. 80 cited in Jadallah & Hasan, 2011, p. 3) states that the more students are exposed to English, more quickly they will learn. However, Cook (1999) argues that it is difficult for students who share same L1 not to use it in classroom.Alshammari (2011) indicates that an EFL teacher's hesitancy to use L1 is due to assumption made by some researchers that it may leads to a deficiency level in students' speaking. Atkinson (1987) argues that reasons behind absence of attention given to L1 use in an L2 classroom are:A- Linking translation with grammar translation method and excluding L1 use with subsequent methods (i.e. direct method)B- High status native speakers and their priority to teach even multi-lingual classesC- assumption by Krashen (1981) that learning is less valuable than acquisitionD- claim that best way to learn English is through speaking only English.Allowing students to use their mother tongue together with a second language is called a bilingual approach. It is normal behavior, and desirable to code-switch between two languages that both speaker and listener know (Cook, 2008). Apparently, students will code-switch in classroom when they feel it is appropriate (Macaro, 2005). The mother tongue is greatest asset people bring to task of foreign language learning and provides a language acquisition support system (Butzkamm, 2003, p. …