ABSTRACT. When and how much L1 use in EFL has been a hotly debated problem among scholars over the decades. Since the existence of communicative approaches like direct method and audio-lingual method that prohibits the L1 in EFL classrooms the discussion on the subject has grown. This paper analyzes the role and effect of L1 in the English EFL classroom setting. Researches and studies had been made by professionals have been used as a resource. In this article, I am going to show you the advantages and disadvantages of using and not using the first language besides how and when the first language should be used in foreign language classrooms. Furthermore, my observations as an EFL teacher has been presented in the study. INTRODUCTION. First language L1 use in English as a foreign language EFL classroom has been the focus of ongoing discussion by the researchers over the years since the existence of communicative approaches like direct method, audio, lingual method. It is easy to say that researchers have divided into two groups on the discussion, first who support monolingual classes and secondly researchers that support the idea of using L1.
Assessment is an important issue of Modern Foreign Language Education. The aim of this essay is to dive into a featured topic of Modern Foreign Language teaching in the UK specifically to investigate assessment activities in the MFL schoolroom. In order to do so, this essay will focus on different research papers that have been produced on this issue. The essay will first provide the issue of Assessment with general definitions which are necessary to understand how Formative and Summative Assessment is working in the MFL classroom. Then it will provide an explanation of this issue used during my placement activity. Within this part, the essay looks at my experiences as well as the reasons they are used. Finally, the essay will summarize its findings and provide a brief conclusion on its takeaways. Introduction. I come from Hungary where I have spent many years both as a learner and an MFL teacher of mainly Russian, French and Italian. Teaching is for me a profession which means that I set my standards and share the love for MFL learning. In my opinion, an MFL teacher does not have to teach students only to take an exam however, I am a teacher who believes that studying a Foreign Language means a lifelong enjoyment in that field. In addition, I am a lifelong learner too so I can exactly understand what my young students feel when they come into in MFL classroom and try their Speaking, Reading, Listening and Writing skills. In Hungary, we have a long experience of MFL teaching.
