教師應不應該使用學生母語來進行外語教學一直是許多外語教學研究的重點，然而該議題的研究在台灣卻甚少出現。本研究針對一門大一英文層級的課堂上老師對於母語使用情形進行分析，主要針對老師使用學生母語的頻率、功能、以及學生對於老師使用母語來教外語的態度進行探討。主要參與者包括該門大一英文課的老師及學生。本研究所收集的語料包含八堂該課程的錄音，其中四堂為會話課程，四堂為閱讀課程。另外，研究者也與該教師及五名學生進行一對一的訪談，旨在探討該教師及學生對於在教學上使用母語的態度及觀感。研究結果發現如下：
一、對於老師在英語及中文使用頻率上，本研究發現該外語教師平均57.2%的時間使用英語，而42.8%的時間使用中文進行教學。此一結果與文獻相比，顯示該教師對於中文的使用偏多，深入探討發現主要原因可能是與教科書的難易程度有關。
二、對於學生母語在外語教學上的功能，本研究結果與文獻所記載有許多相似之處，包括翻譯、進行教室管理、表達情緒、進行文法及活動講解。而進行翻譯及講解教科書、文法、課堂活動為本研究的教師最常使用母語的兩個原因。
三、對於學生對老師使用母語進行外語教學的態度上，本研究發現五名進行訪談的學生都持有正面的態度。學生認為老師在教單字、提供考試相關訊息、講解課程大綱、和問問題的時候都應該要使用中文，而且學生認為老師使用中文進行教學可以幫助他們理解、增加他們上課時的專注力、以及可以減低外語環境帶給他們的緊張感。
根據這些結果，本研究建議教師應該對於使用母語來進行外語教學抱持著正面的態度，而且應該善用母語來進行外語教學。這個結論對長期以來多數人認為外語教學應該透過該外語來進行提出不同見解。

The use of students' first language in a foreign language classroom is an issue which has drawn critical debates among researchers in the area of language teaching. This thesis presents the results of a case study on the frequency and functions of an EFL teacher's use of the L1 as well as the teacher's and students' attitudes toward it in a Freshman English class in Taiwan. Totally eight class periods were tape-recorded, including four conversation classes and four reading classes. The data for analyses on frequency and functions came from the transcriptions of the tapes. In addition, individual interviews with the teacher and five students were carried out in an attempt to investigate their attitudes toward the teacher's L1 use in class. Results show that the teacher used the TL 57.2 percent of the time and the L1 42.8 percent of the time in her class, which was not a satisfying amount of TL use compared with those reported in the literature. The teacher's selection of the textbook might be the main factor causing her frequent use of the L1 in her reading class. Analysis of the functions of her L1 use revealed similarity with those reported in previous research, including translation, conducting classroom management, expressing emotions, giving grammar instructions and procedural instructions. Among these functions, translation and giving instructions explained the most of the teacher's L1 use in the present study. In terms of students' attitudes, all the five students interviewed expressed positive attitudes toward the teacher's using the L1 when teaching vocabulary, giving test related information, giving class content overview, and asking questions. The teacher's L1 use was found to help them understand the lecture and concentrate in class, and help create a less stressful learning environment. The findings suggested that FL teachers should not have negative feelings about using the L1 in FL teaching and should see the L1 as a tool to facilitate their FL teaching.

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