Abstract
This paper examined the perception of Iranian EFL learners and teachers towards employing Persian in EFL classes. The present study was a case study which investigated teachers’ and students’ perception toward effective use of L1 and L2 in General English classes at university level. The participants were 345students and 25 teachers at the University of Guilan, Rasht, Iran. Two research tools were used for gathering data: questionnaires and interviews. Analysis of the qualitative study and comparing the mean scores of two groups via Mann-whitny revealed that the perceptions of the teachers and the students differ from each other. Iranian EFL learners were willing to use their mother tongue. While, Iranian EFL teachers had a positive tendency to use more English than Persian in the General English classes. Teachers have to consider that the major medium of instruction must be English. They should use L1 judiciously in FL classrooms whenever possible and beneficial to relieve anxious, nervous, frightened, and reluctant students as well as learners with low self-esteem.
Highlights
By looking at the theoretical background of using L1 in L2 classroom, periodic and regular changes could be observed in views toward L1 and L2 (Auerbach, 1993)
Results the data collected by the questionnaires, investigating students' and teachers' perceptions toward the use of Persian in General English language classes will be illustrated by the following table
From the descriptive statistics we can conclude that Iranian EFL learners do believe in the effectiveness and importance of L1 use and they are willing to use their mother tongue
Summary
By looking at the theoretical background of using L1 in L2 classroom, periodic and regular changes could be observed in views toward L1 and L2 (Auerbach, 1993). Those who migrated to the United States, hoping to make a life in the new country, were compelled to assimilate As a result, this led them to perceive English as the superior language above all other languages and as a language that should only be spoken and used in English-language classrooms. This led them to perceive English as the superior language above all other languages and as a language that should only be spoken and used in English-language classrooms This rapid and widespread dominance of English at home and overseas has been called Linguistic Imperialism (Phillipson, 1992). These pieces of evidence suggest that some practical and political reasons in the history of ELT caused different trends toward using L1 and L2 effectively in English-language classrooms
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