Özet:

There are different views about the use of native language of learners (L1) in second and foreign language (FL) classes depending on different theoretical frameworks. Some hold the view that maximum exposure to the target language is necessary but some others favour the use the L1. In the English language teaching (ELT) departments, trainees form a clearly established philosophy regarding the L1 issue by the end to their training and increase their consciousness during their practicum. However, since they have little practical experience, these philosophies might not always translate to effective classroom practices. This is a case study which aims to capture the degree of congruence between six teacher trainees’ stated beliefs and intentions and their actual performances related to L1use in the FL classroom. The trainees’ lessons during their practicum demo lessons were recorded and stimulated recall interviews were held. The findings indicate that the trainees who strictly believe that L1 should be kept to a minimum acted in line with this philosophy. On the other hand, trainees who advocate some certain functions to L1 in the classroom, acted differently from their stated philosophies.

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