Résumé

The present study revolves around one of the most controversial issues in foreign language teaching context which is the teachers’ use of the mother tongue in EFL classes. It attempted to explore secondary school teachers’ perceptions toward L1 incorporation in language teaching and learning in Souk-Ahras, Algeria. It also aimed at investigating the extent to which the use of L1 can help in promoting English language learning. This exploratory, descriptive study adopted a mixed method to collect both quantitative and the qualitative data. Initially, a questionnaire that involves 21 questions, was designed to address n102 teachers out of N137 EFL secondary school teachers in Souk-Ahras. Secondly, a non-participant classroom observation was conducted during the third term (school year 2022-2023) with a second-year literary class in Djaber Ben Hayen secondary school, Souk-Ahras. The findings obtained unveiled that teachers of English have positive perceptions towards the thoughtful use of L1 in English teaching. The results also showed that if L1 is used properly, English language learning can be promoted. Having arrived at these results, the research hypotheses are confirmed. The study enriches and adds to the existing literature that concerns the ways English teaching can be improved in Algeria.

Information

Item Type:	Master
Divisions:
ePrint ID:	4641
Date Deposited:	2023-11-23
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/fr/publication/article/4641

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