A literature review on using the first language in a second or foreign language classroom

l 
decisions. Indeed, there are two beneficial 
pedagogical strategies encouraging the 
production of target language presented by 
Carless (2008), namely language monitor and 
incentives. 
Since there have been contradictory 
perceptions and beliefs on the L1 use among 
teachers and students, there is a necessity of a 
clearer institutional policy on the inclusive use 
of L1. By doing this, teachers are seemingly 
able to measure their perceptions of L1 
inclusion compared with the institutional 
policy, to eliminate their ambiguity as well as 
to increase their efficacy. Furthermore, the 
emergent use of L1 occurring inevitably in a 
L2 classroom helps instructors, policy makers 
and language learners develop an awareness 
of natural occurrence of L1 in a classroom 
context (Moore, 2013). As a result, a method 
possibly optimizing the benefit of L1 and 
providing a framework of appropriate time of 
L1 use in the L2 classroom should be 
presented (Samar & Moradkhani, 2014). 
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