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

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use L2, although they vastly use strategies to prevent it.
To conclude, the results of the research have confirmed what has been said in the theoretical part. Monolingual classes would require a big effort to avoid the use of the mother tongue and it might be even unnatural to avoid it by all means. Moreover, it would be senseless to refuse the benefits one's mother tongue offers in terms of facilitation of FLL.

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Chapter 1. The Role of Translation and Mother Tongue in FLT
The perception of the role of translation and mother tongue in FLT has changed over the time. Golden Age of translation in FLT was the 19th century when Grammar Translation Method (henceforth "GTM") became a dominant way of foreign language instruction (Cook, 2010, p. 9). Primary goals of this method included mastery of grammar and accuracy of translation. It employed memorizing and translating sentences from the target language in the mother tongue as main classroom activities with little attention to developing speaking and pronunciation skills.
In later stages, tasks involved translation of literary passages. Lists of isolated words were used for vocabulary learning. The language instruction was in the mother tongue only (Richards & Rogers, 1986, p. 5). Although GTM does not apparently focus on the basic role of the language as a means of communication, Richards & Rogers (ibid.) remark that variations on GTM are still in use word wide.
In terms of using mother tongue and translation in FLT, GTM can be considered an extreme variation. A radical shift from these practices came in the form of the Direct Method at the beginning of the 20th century. In respect of using translation in FLT, Cook (2000, p. 3) even uses the term "outlawing". This method
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strictly avoided both the use of the mother tongue in the FLC and translation as a teaching technique, as well. The translation was replaced with demonstration (Richards & Rogers, 1986, p.
Like all methods employing extreme principles, also Direct Method was overcome and replaced by numerous other ones, allowing more or less for using translation and mother tongue in the FLC again but paving the way toward the Communicative Language Teaching, so often used today. In Appendix 1 is a table with a short overview of some of them, including their teaching goals and attitudes these methods and approaches assume to the use of translation and mother tongue in FLT, or relation between the use of mother tongue and foreign language (henceforth "L2") learning, as the case may be, as stated in Richards & Rogers (1986).
It is evident from the scheme that, with the exception of GTM and Cognitive Approach, which put mother tongue to the fore, the aim of the majority of FLT methods and approaches is to eliminate the use of mother tongue as much as possible. In this respect, Beneš et al. (1971, p. 129) writes that it is desirable to evoke a foreign language atmosphere in the classroom. He emphasizes the need of consistent use of L2 in