Sociolinguistic Functions of First Language Use in Conversation-Based EFL Lessons: Class Observation in the Slovak EFL Context

Abstract

This study explores the sociolinguistic role of the first language (L1) in a conversation focused English as a Foreign Language (EFL) lesson. Drawing on a qualitative observational design, the research is based on an overt, non participatory observation of a single 90 minute lesson delivered to 16 B2 level students at an eight year grammar school in Slovakia. Field notes and an event based timeline were used to document instances of L1 use across instructional phases and activity types, and a short post lesson survey triangulated learners’ perceptions of authenticity and communicative value. The analysis examines how L1 functions across different classroom settings, its frequency, and the sociolinguistic factors driving code switching. Findings reveal that L1 use is most frequent during non formal, peer oriented tasks such as role play and speed questioning, where it supports solidarity, humor, and pragmatic flexibility. Teacher led phases employ L1 strategically for scaffolding and clarification, while formal assessment contexts remain L1 free. These patterns suggest that L1 serves as a sociolinguistic resource that enhances communicative competence and authentic interaction rather than hindering language learning. The study advocates for a balanced approach to L1 use in EFL pedagogy, emphasizing its potential to foster sociolinguistic awareness and real world communication skills.