The L1 of the speaker can affect negatively or positively the learning of the L2. This effect depends on the differences/commonalities between the two languages. For example, we often observe transferred forms from one language to another, which are not valid in the L2. However, common structures between the languages can enhance the L2 learning. Usually, teachers focus on these differences/commonalities in order for the students to be able to learn the L2 properly.

I suggest the book "Materials Development in Language Teaching" edited by Brian Tomlinson. You can find an excerpt in Google Books. For instance, on page 14 you can read that " there are some features of the L2 which learners need to be focused on because the deceptively apparent similarities with L1 features make it impossible (…) to notice certain points of mismatch between their interlangauge and the target language."

That is the L1 gets in the way or interferes with the learning of the L2. The role of native language in second language acquisition, known as language transfer, has two different kinds: Where the two languages were identical" learning could take place through positive transfer to the native language pattern. But where the two languages were different, learning difficulty arose and errors occurred resulting from negative transfer.

There are a number of advantages and disadvantages to using L1 in EFL/ESL classrooms. The key disadvantage is that the use of L1 deprives the students from the valuable exposure of L2. The key advantage is that it helps the instructor explain a difficult concept very easily and the students can compare the concept with their L1. For more, please refer to the following article:

Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting?. TESOL quarterly, 37(4), 760-769.

Thank you all for your valuable contributions. Abdullah Noori managed to get the gist of my question, which relates to the use of L1 by the teacher. Perhaps my questions should have been reworded.

Many assume that L1 and L2 are wrong bedfellows and they believe the use of L1 in EFL classes is a great impediment to their learning L2. While this may be true for the younger learners, using L1 in adult classes can serve as a rich source of default information which can exploit their experiences in L1 learning for scaffolding L2 learning.

In terms of becoming aware of Intercultural competence or developing this competence as required in L2, L1 could help to find the similarities and discrepancies between languages & cultures as well as improving the 5 models which are called by Bryam (2002)as knowledge, skill, attitudes and so on...

I suggest the reading of these two articles: El uso de la lengua materna en la enseñanza de idiomas extranjeros, en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412007000300003&nrm=iso

Y Utilización del idioma nativo en las clases de lenguas extranjeras, en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412011000100011

Best regards,

Litart

using l1 as one of the resources of communication strategies seems valuable. it canbe a means of presenting grammatical structures, metalinguistic knowledge and abstract ideas.

on the other hand, in EFL contexts it can reduce the opportuinities of exposure to comprehensible input as the pre-requisite.

Does the answer to this question depend on who the learners are, what their real purpose for learning English is and, sadly, how they will be assessed??.

There are many countries where national assessment of language learning at all levels barely includes evaluation of language performance. In such contexts state system teachers' use of L1 in the classroom is normal, and perhaps essential in order to 'cover' the materials and meet the assessment expectations of learners, school leaders, parents. One could argue that in such countries use of the L1 enables schools-teachers and learners to 'succeed'.

In the settings (often private schools) where the focus is on a qualification that requires learners to develop a capacity to use the language (particularly spoken language ) teachers feel able to use the L2 a lot more. Unthinking frequent use of L1 will not support 'success'.

No it doesn't depend on the learners; any L1 and any L2 in fact. Hence, how positive or negative can the use of L1 in EFL classrooms assist or obstruct learning?

Reda, I think you have misunderstood Martin Wedell's comment. He is, I believe, raising the issue of different definitions of 'L2 learning' success in different socio-educational (cultural) contexts.

Thanks Martin , yes that was what I was referring to.

Everything what is known about positive and negative transfer (interference) in the psychology of learning can be useful to find answers concerning problems arising from this very important question

Following

Overall, the positive roles of the mother tongue relate to L2 reception and its negative role is in the field of L2 production.

Negotiation of meaning , for instance, refers to conversational strategies used to signal or repair problems in communication. These strategies are typical of ordinary conversation or teacher–students interaction in L1 subject-matter classrooms. See :

Nassaji, H. and Wells, G. (2000) What’s the use of triadic dialogue? An investigation of teacher-student interaction. Applied Linguistics 21 (3), 376-406.