The use of L1 in the English Language Classroom in the Armenian Setting

Abstract

Views on the use of the first language (L1) in the second language (L2) classroom differ from one another. Some say the use of L1 in the L2 classroom is helpful in that it helps facilitate communication between learners and teachers, while others say the use of L1in the L2 classroom is a waste of time and doesn’t help establish rapport and communication between learners and teachers. One of the factors that contributes to the difference of views on the use of L1 in the L2 classroom is the setting in which the L2 is taught, and it depends on the country, its demography and the citizens’ level of knowledge of the second or foreign language. Researchers have conducted various studies supporting and opposing the use of L1 in the L2 classroom, and the results vary from one study to the next. The studies have been conducted in different settings and have examined the beliefs and attitudes of different students and teachers. Taking this into consideration, the objective of this study is to discuss the approaches to the use of L1, the advantages and disadvantages, the differing views and the studies on the use of L1 and L2 in order to determine to what extent the L1 should be used in the L2 classroom, or if it should be used at all, particularly in the Armenian setting.