Learners’ First Language Functions in EFL Classrooms

Abstract

The argument over whether or not the learners‟ first language (L1) should be applied in English language as a foreign language (EFL) classrooms has been a contentious matter for a long time. This article aims to explore teachers‟ and students‟ perspectives and possible reasons for using L1 during the English language (L2) in Omani EFL contexts. In order to get the ultimate results of this study, a questionnaire was distributed among a group of 30 male and female teachers teaching English language in grade 11-12 schools in the Sultanate of Oman. The outcomes showed that both EFL teachers, throughout the lesson time, frequently used the L1 language for different teaching and managerial reasons. For example, participants believed that L1 is a helpful learning and teaching tool which facilitates learners‟ understanding of meanings of new vocabulary words; it helps in explaining difficult grammatical rules and in classroom management and discipline, and to motivate and encourage low proficiency level learners.