Abstract

In general, different perspectives exist for and against the use of the first language (L1) in English as a Foreign Language (EFL) teaching. There is a continuing matter of debate on whether L1 contributes to or precludes the learning of a second language (L2). Numerous studies have been conducted on this topic, but no clear consensus exists on whether L1 should be banned or its inclusion in EFL classrooms should be allowed.

However, few studies have identified the reasons for which students need such an inclusion. More importantly, no studies seem to have considered reasons that may directly influence students’ perceptions of the use of L1 in their (L2) acquisitions, that is; educational background and their language proficiency level.

This study primarily investigated whether students’ educational background and their L2 proficiency influenced their perceptions of the use of mouther tongue in their L2 learning as well as their perceptions and needs for the use of L1in their classrooms.

Nevertheless, translation is perceived differently by linguists, methodologists and teachers. Its use in foreign language teaching provokes a great deal of disagreement and criticism.

The main reason for this is the fact that throughout the years there have been a number of studies carried out, which have either favoured or completely ignored the use of translation as a learning method. The translation was considered as inefficient, unreliable and irrelevant therefore significant limitations led to the idea that the use of translation in language learning had to be avoided.

General Introduction

English language has been considered as a ‘global language’ and has become a compulsory school subject in many countries. This new position of English in schools leads to an increase of interests in the English teaching methodology and the linguists try to discover the best approaches towards English language teaching (ELT). The current issue now a day deals with the use of the mother tongue in ELT and this issue is the subject of the study.

The use of the mother tongue during the teaching practice is always difficult to decide because the use of the mother tongue was or was not sometimes appropriate.

The study is divided into four chapters.

The first chapter presents the possible ways of presenting the issue and items, describes translation as teaching method and the attitudes towards the use of the mother tongue in various teaching approaches which has developed and changed during time.

The use of mother tongue and the translation method in the ELF (English as a Foreign Language) teaching are discussed in the second chapter and the two types of English teachers, native speaker teacher and non-native speaker teacher, are compared and the advantages and disadvantages of the use of translation in ELT are also presented.

In the third chapter we argued that if native and non-native speaker teacher used appropriately and necessarily in EFL classrooms, it is beneficial rather than a hindrance Instead of taking strong stances toward the inclusion or exclusion of in EFL classrooms.

The final chapter deals with the Teaching strategies that are obtained from the research and the study that was carried out. This chapter focuses on the application of information presented in the theoretical part or obtained from the result of study. And we include some advice that can be used by teachers related to the four skills of the language, the students must be acquired

Its main aims are to find out whether the mother tongue is overused in some schools, in which stages of the lesson the mother tongue is used, in which part of English lessons the use of the mother tongue proves as beneficial, what is the learners` attitude about the use of the mother tongue and translation.

The study deals with teaching languages which should be used for presenting language items in ELT. It can be done either through a target language English or through the learners` mother tongue (Arabic). These techniques will be discussed too.

The research is based on some historical readings about the teaching of English as a Foreign Language combined with self-observation and some resource books and websites which have been surfed lately.

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