Investigating Teachers’ Attitudes Towards The Effect Of L1 Use On Efl Learners’ Reading Comprehension

Résumé: Reading is a major skill through which one can acquire knowledge in all domains of life, regardless of the amount of vocabulary which is another gain, and in the field of language teaching and learning, all educationalists and linguists admit its importance. The basic goal of reading is reading comprehension. This latter has always been a major concern for both EFL teachers and learners whose involvement is reflected in the techniques and strategies they apply as to promote this skill and reduce its difficulties. In fact, one of the crucial issues that interfere in the teaching/learning of reading is L1 use. Therefore, the current study seeks to highlight the role of L1 use in EFL learners' reading comprehension. To this end, a descriptive study has been carried out via the administration of a questionnaire to thirty (30) middle school teachers in Oum El Bouaghi. The analysis of the questionnaire showed that the EFL teachers consider first language as an important factor for the enhancement of reading comprehension which concerns EFL beginner learners. On this basis, the stated hypothesis that the middle school teachers would hold positive attitudes towards L1 use when they teach L2 reading comprehension is validated. The study ends with some pedagogical implications suggested for both teachers and students.

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