Abstract:

In the language teaching classes; there may be more than one language as the language of verbal and written instructions, introduced by the instructor or through course materials, the questions directed to the instructor or the explanations of the instructor about subjects which are not understood, or about learner questions and statements. It is possible to divide these languages into three groups: target language, medium of instruction, and native language. In language teaching classrooms, determining the place, the order and the ratio of these languages (target language, medium of instruction, and native language) according to levels and language teaching contexts is one of the basic problematics in the development of pedagogical reasoning skills of instructors and management of teaching. This paper discusses, the place and function of the native language of the learners and what they should be, especially in the context of foreign language teaching among these problematics. In general, it is observed that instructional attitudes towards the use of native language are “complete prohibition”, “allowed as little as possible”, “consciously legitimize the use of certain situations”. This paper focuses on the role of native language of learner in foreign language teaching classrooms, presented data and views by means of literature review and supports the idea, “Native language; if threatens the priority of target language can be ‘the single biggest threat’ in foreign language class on the other hand, if it can be used in ‘systematic, selective and reasonable doses’ it can be ‘the most important ally a foreign language can have’.”

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