The present study focuses on non-native speaking teachers, with special emphasis on Engligh language teachers. Teachers of the English language have been encouraged by curricular documents and inspectors' reports, which show an increase in the amount of target language use in the classrooms since the advent of the communicative approach. Even though there is little solid theoretieal evidence to show that more target language input results in more effective acquisition, the stress on how much

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... cher uses target language remains. This study discusses here attempts to discern the real reasons behind the low target language usage by 172 non-native speaking teachers from 16 countries. The stucly will show that the reasons related to teachers, such as lack of confidence in the target language proficiency and teachers' pedagogical concerns infruence more on their target Ianguage use rather than the reasons related to pupils,