Abstract:
This paper investigated teacher’s actual use of the L1 in a secondary classroom in Bangladesh and explored the causes for using it. In an EFL classroom, the use of the Target Language (TL) has long been restrained an imperative principle of second language instruction. In language pedagogy, teachers’ views of using learners’ mother tongue (MT) in teaching foreign language have been another communication. Teachers, instructors and educators know, whether they like it or not, language learners indirectly and unconsciously make use of their own language while learning a language. In the language classrooms, teachers are inspired to use learners’ MT to make it more dynamic and to help learners feel a sense of security. This study considered finding out several factors that influence teacher’s use of the L1.Qualitative and quantitative data were used to address the purpose of this study. The key instruments of this research are open and close ended questions, interviews, focus group discussion and classroom observation. This paper discussed the reason of using L1 which will help the teachers to modify their classroom to reduce the frequency for first language use and use MTas an essential tool. The findings can help to clarify the reasons why teachers use L1 (Bangla) in secondary EFL classroom in Bangladesh.
