The Impact of Using First Language (Arabic) in ESL Learning classroom in Libyan High Schools

For many years, scholar always debated whether the use of L1 (First Language) and (MT) mother tongue contributes to the learning and teaching of the L2 (Second Language). A large number of studies were conducted regarding this area. Up until now, researchers could not some to a clear conclusion whether to ban L1 or include it in the field of teaching L2. The paper shed light on proponent’s, opponent’s and neutral’s view point regarding this topic. It also included a number of studies that was conducted on area related to the use of L1 in second language classrooms. This paper investigated whether the use of students’ L1 in the classroom by the teacher hinders the teaching of a (TL) target language. It aimed at exploring areas where Arabic should be used in class and it also look at students’ preferences of using L1 as well as their expectancy of their teacher’s use of L1 in teaching. Data were collected by using a questionnaire and was distributed among thirty high school English teachers. The statistical analysis of the data indicated that ESL teachers and students had high positive perceptions toward the inclusion of L1 in their L2 classes. The findings revealed that the use of L1 served to some extent in teaching pedagogical functions in the classroom such as: explaining grammar and vocabulary.