Description

IERI Journal, April 2009, Vol. 5, pp. 35-52.
J. F. Oberlin University, Tokyo, Japan

In this study the researchers explore the role of L1 in the classroom, focussing on the amount of time teachers speak L1, the frequency of functions of L1-use and whether teacher L1-usage relates to student L2 proficiency. Results indicate that teachers are judiciously using students’ L1, and teachers consistently choose when and where to use the L1, depending on L2 proficiency levels. This study confirms the notion that L1-use is a valid and indeed positive aspect of the modern, student-centred EFL classroom.