Abstract The present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

中文翻译：

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重新评估L2课堂中L1的使用：学生与老师

摘要本文研究了在第二语言（L2）课堂中使用单语和双语方法的效果。为了评估学习者和从业者如何使用母语（L1）和L2，使用了两次李克特（Likert）类型的问卷调查结果和课堂观察结果来探索教师和学习者的意见和行动。数据分析表明，两种语言都有各自的位置，并且以均衡的方式使用它们时，由于语言学习者会积极参与中间语言的发展，因此它们可以产生积极的认知效果。本研究为进一步的研究提供了明确的方向，因为在类似的EFL语境中显然缺乏有关L1使用原理的知识。