Teachers’ Perceptions Towards L1 Use In Efl Classroom The Case Of Secondary School Teachers At M’sila
Résumé: ABSTRACT The present work investigated teachers' perceptions and practices towards L1use in EFL classes. Hence, it investigated where, when and why do teachers of English use monolingual approach. The research's objective is to discover whether the Arabic interference in L2 classes has any positive or negative impact on learning English. A case study research was conducted by different teachers' of English in the Wilaya of M'sila depending on distinguished research instruments for data collection a questionnaire and semi-structured interview done by the teachers. The data collected were analyzed quantitatively and qualitatively. Therefore, the results revealed that positive perceptions and practices are shown by the teachers of English concerning the use of L1 in the EFL Classes. Moreover, it shades light on where teachers face difficulties throughout using L2, this, teachers use L1 to ease the learning process. Besides, this work reveals that the use of the mother tongue helps students to overcome anxiety and better understand the learning points. At the end, some recommendations were gives to better use and integrate the L1 in EFL content cautiously
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