Some Difficulties of Using Mother Tongue in the English Class.

Abstract

Using the mother tongue in English classes presents a double-edged challenge. On one hand, students and teachers frequently resort to the first language (L1) when comprehension is low, but excessive reliance can impede development of the target language (English). This paper examines major difficulties related to L1 use in EFL (English as a Foreign Language) contexts: (1) the habit of translating from L1 slows thinking and speech in English, (2) reduced exposure to English weakens listening and speaking skills, (3) misuse of L1 by teachers prevents students from engaging actively in English, and (4) emotional and cultural factors lead students to stay in their comfort zone of the mother tongue. The paper argues for a balanced approach: limited and purposeful L1 use only when necessary, combined with more English-only interaction, teacher guided activities in English, and creation of an English-rich classroom environment. By doing so, learners can gradually shift away from L1 dependence and build greater fluency and confidence in English.