This paper aims to study new techniques in second language learning involving the active use of the mother tongue in classroom situations. Several teaching methods will be discussed such as The Alternating Approach, The New Concurrent Method, and Community Language Learning method. These methods of employing the first language recognise the link between the two languages in the student's mind. The student's first language must not be ignored and must have an active role in class. An empirical study was conducted on 50 students studying English Communication Skills 102 at the University of Jordan. The aim of the test was to validate the assumption that L1 use gives different and better results in the students' performance. 100% negative transfer from the first language was the cause of the errors. Another test was conducted on the students after comparing the sentences in Arabic and explaining the areas of difficulties the results were surprisingly different. (Contains 5 graphs and 5 tables.)