Content Introduction Chapter The Role of Translation and Mother Tongue in flt

3.1The Choice of Language in the Foreign Language. Classroom and Reasons for it:
It can be said that as regards the question which language should be used in the foreign language classroom, whether L1 or L2, various authors express similar views. Gill and Lenochová (2009, p. 5) believe that with the classroom instructions and commands a natural communication in L2 begins. Hughes (1990, p. 6) considers the classroom situation to be a "genuine social environment which allows the meaningful situational use of the language" and therefore lays emphasis on the use of L2 in the classroom while L1 should be used for necessary explanations only. Many classroom phrases, like Could you open the window; I'm sorry, I didn't catch that can be
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transferred to common situations and learners learn to use L2 in context. Scott and Ytreberg (1990, p. 17) believe that the sooner learners learn simple expressions in L2, the easier communication and cooperation in the classroom will become. Beneš et al. (1971, p. 129) insist that teachers should use L2 from the first contact with learners to a maximum and increasing extent.
Underwood (1987, p. 36) expresses the same opinion saying that L2 should be used from the first meeting with a new class and it should become a language of communication. By speaking L2, teachers can give the best example to learners and the teacher's confident use of L2 can have a positive influence of learners' willingness to speak it (ibid., p. 37). Hughes (1990, p. 8) underlines the need for instructions in L2 when pointing out that the teacher may be the only source of L2 for learners and the classroom the only social context for practicing it. Similarly, Nation (2003, p. 2) emphasizes the importance of the maximum use of L2 in those classrooms where learners have minimum opportunity to meet it outside the classroom. Gill and Lenochová (2009, p. 5), however, observe that Czech teachers often use Czech even for basic commands to learners.
Although Gill and Lenochová (ibid.) admit that using L1 can sometimes be valuable, they consider this a missed opportunity. Although it is obvious from the above that all authors clearly prefer the use of L2 for classroom language, they all agree it is senseless to insist on it by all means and teachers should not hesitate to use L1 whenever they find it appropriate.

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3.2. Teacher Talk in the Foreign Language Classroom. The clear preference of the use of L2 over the use of L1 in the communicative classroom has been communicated more times in this paper. Nevertheless, hardly any teacher, whose native language is the same as learners' L1, avoids situations when s/he resorts to L1 for whatever reason. This chapter will disregard any arguments in favour of the use of L1 in the FLC. It will rather concentrate of the ways to avoid it in order to get as close to the foreign language atmosphere in the classroom as possible.
3.3.Learner Talk in the Foreign Language Classroom. So far the main attention has been paid to the teacher's position as regards the use of the language in the FLC. But since the communicative approach is based on the interaction and communication, we should not omit to mention learner's talk, either. If the use of L2 is preferred on the side of the teacher, it is not otherwise on the side of the learner. It is surely the aim of all language teachers to make their learners speak the L2 in the classes but many of them face the fact that many learners simply tend to stick to their L1.
When summarizing the teacher's role in CLT, Littlewood (2002, p. 19) puts it that there may be occasions the teacher may need to discourage learners from resorting to L1. This may result from learners' low confidence or insufficient knowledge of L2 or simply their laziness. It frequently happens during learners' activities which are not fully monitored by the teacher, such as pair or group work or in case of "private" talks outside learning activities. This chapter will deal with this issue closer.