Pedagogical Implication of L1 Usage in EFL Classroom

Abstract

The use of native language (L1) in EFL classrooms by the EFL teachers is a common phenomenon. The present study is an investigation of this linguistics phenomenon with respect to pedagogical perspective. The study incorporates quantitative research design and has used a close-ended questionnaire to collect data from the participants of the study. EFL teachers were asked about the implication of L1 usage in the classrooms with respect to pedagogy and from the findings of the study, the present study concludes that EFL teachers most of the time use L1 in their lectures to make learning more elaborative, concrete and according to the context and it is not associated with deficiency of EFL teachers in English language.

Keywords: Pedagogy, EFL teachers, L1 usage, Deficiency, L2 learning