Konferensiyasi

FОYDALANILGAN ADABIYOTLAR RO„YXATI: 
 
1-O‘zbekistоnda qishlоq xo‘jaligida iqtisоdiy islоhatlarni chuqurlashtirish dasturi 
(1998-2000 yillar) T:, O‘zbekistоn 1998 
2-Balashev N.N., Zeman G.О. ―Sabzavоtchilik‖ T., ―O‘qituvchi‖, 1977. 
3-Bo‘riev X.Ch., Zuev V.I., Qоdirxo‘jaev О. Muxamedоv M.M. ―Оchiq yerda 
sabzavоt ekinlar yetishtirishning prоgressiv texnоlоgiyalari‖ T., ―O‘zMEDIN‖, 2002. 

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USING THE MOTHER TONGUE IN THE ENGLISH LANGUAGE CLASSROOM . 
 
Koldosheva Nasiba Bakhshullayevna 
Bukhara region Jondor district 
Teacher of English of the School №3 
Annotation: You can use the information in this article to teach English and you can 
get information how to use mother tongue in the English language classsroms. 
Key words: mother tongue, create more time, disregarde, cultural background , 
reduce students‘ opportunities, problem of oversimplification. 
On the topic of language learning, there are many stories of students going abroad for 
a period of time and returning home fluent in the foreign language. The reason for this 
dramatic change is often attributed to the fact that the student was completely immersed in 
the culture and the language, and ―nobody spoke my language so I had to learn theirs.‖
Because of the seemingly huge success, many language schools and teachers all over the 
world (in English-speaking countries such as Canada, United States, and England, and non-
English-speaking countries such as Costa Rica, Thailand, and France) choose to adopt and 
enforce an Englishonly policy to recreate that full immersion experience for their students.
But does it really make a difference? And what are the benefits and repercussions? 
Advantages of Using the Mother Tongue – L1 in the ESL Classroom Advocates of this 
view would argue that, when learning another language, translation is a natural 
phenomenon. Even the student who went abroad to learn another language began the first 
few months translating everything into his/her mother tongue using a bilingual dictionary to 
acquire a knowledge base of vocabulary. In fact, research has shown that switching 
between languages and translation happens instinctively to all language learners and the L1 
is actually an important resource in second language (L2) learning (Cook, 2001; Woodall, 
2002). For these reasons, teachers should try to work with this innate tendency rather than 
against it. 
Furthermore, in situations where the students‘ L1 was not even allowed in private 
spaces, and there were punishments for using the mother tongue, Goldstein found that 
students simply did not speak, used their L1 quietly, and felt a sense of shame when they 
were punished for using their own language. Learning another language should add 
richness to students‘ lives; it should not devalue their own language and culture. By 
allowing L1 use, students would get the sense that learning another language is a positive 
experience because they can have access to a valuable resource that supports them, and they 
do not have to feel guilty for doing what comes naturally. 
From the teacher‘s perspective, communicating with students in their mother tongue 
seems to improve teacher-student rapport . Just saying, ―Hello, how are you?‖ in the 
students‘ language can cause a fit of giggles and often draws students to the teacher to find 
out what else (s)he can say in their language(s). Also, being able to use the L1 with students 
can be more efficient and make time for more useful activities. For example, if instructions 

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