Attitudes towards the use of L1 in EFL classrooms at tertiary level in Bangladesh

Abstract

This paper investigated both teachers and students exact reasons behind for using the First Language in a Tertiary level classroom in Bangladesh and along with that explored the exact causes for using it. In an EFL classroom, the use of the mother tongue has long been controlled or moderated in an unavoidable obligation or requirements of second language instruction. Teachers, instructors and educators know, whether they like it or not, language learners consciously or sub unconsciously make use of their first language while attaining a language. In EFL classrooms, both teachers and students are allowed to use L1 judiciously to have an effective way to help learners and teachers in building their confidence to flourish or achieve the Target Language distinguishably. Qualitative data were used to explore the grounds or purpose of this study. The basic instruments of this research are face to face interviews with the teachers, focus group discussion and classroom observation. This paper highlighted the reason of using L1 which assists the teachers to make an adjustment or simply can modify their classroom to diminish the use of first language use and considered MT has a facilitative role in learning L2 considerably.. The findings can help to clarify the reasons why both teachers and students prone to use L1 (Bangla) in Tertiary EFL classroom in Bangladesh and their attitudes or perspectives towards using L1 in EFL classrooms.