ABSTRACT:This study investigated the 6 teachers’ first Language (L1) use situations in second Language (L2) classroom in NO. 1 middle school in Yuanyang county from the following three perspectives: the proportions of the teachers’ use of L1 in L2 classroom, the purposes of the teachers’ use of L1 in L2 classroom, and the reasons of the teachers’ use of L1 in L2 classroom. This study analyzed the data according to classroom observations, interview of teachers and students’ questionnaire. This research find: First, the teachers overused L1 in L2 classroom. Second, the noticeable purposes of teachers’ use of L1 in L2 classroom for translations, explanations, classroom management, and introducing word formation and so on. Third, most of teachers use L1 are due to examination oriented education system, teachers’ English proficiency，students’ random tolerance toward teachers’ use of L1. Therefore, it is very important that improve teachers’ judicious use of L1. This study also discusses the pedagogical implications and proposed some suggestions.
Keywords: First Language; Classroom Observation; Interview; Questionnaire; Senior
TABLE OF CONTENTS
摘要
ABSTRACT
1 INTRODUCTION-1
1.1 Introduction of the Background-1
1.2 The Purpose and Significance of the Study-2
1.3 Research Questions-4
2 LITERATRUE REVIEW-5
2.1 Theoretical Background-5
2.2 Review of the Literatures-6
2.2.1 The role of L1 in L2 learning-6
2.2.2 The role of L1 in L2 teaching-8
3 METHODOLOGY-11
3.1 Research Method-11
3.2 Subjects-12
3.3 Instruments-12
3.4 Data Collection Procedure-13
4 RESULTS AND DISCUSSIONS-15
4.1 Data Analysis-15
4.1.1 The proportions of teachers’ use of L1 in L2 classroom-15
4.1.2 The purposes of teachers’ use of L1 in L2 classroom-20
4.1.3 The reasons of the teachers’ use of L1 in the L2 classroom-26
4.2 Suggestion-30
5 CONCLUSION-32
5.1 Implications-32
5.2 Limitations-33
REFERANCES-34
APPENDIX -36
ACKNOWLEDGEMENTS-40
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