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Teachers' Language Choices and Funct...

Onitsuka, Yukiko.

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Teachers' Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction./
作者:	Onitsuka, Yukiko.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
Contained By:	Dissertation Abstracts International80-04A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11011091
ISBN:	9780438649446

Teachers' Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction.
Onitsuka, Yukiko.

Teachers' Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 265 p.

Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.

Thesis (Ed.D.)--University of Cincinnati, 2018.

In second language (SL) and foreign language (FL) learning, language input in the target language (TL) has been recognized as one of the most important factors in language acquisition, along with the role of teachers. This applies especially in FL education, where students have the limited access to authentic materials in the TL. However, recent research has revealed the important role of students' first language (L1) in the acquisition of the TL. Although this does not grant FL and SL teachers and students freedom to over-rely on the use of the L1, instead of discouraging or ignoring the potential use of L1 in classrooms, researchers has been continuously seeking "maximal" or "optimal" use of TL.

ISBN: 9780438649446Subjects--Topical Terms:

3172512
Foreign language education.

Teachers' Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction.
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520 $a In second language (SL) and foreign language (FL) learning, language input in the target language (TL) has been recognized as one of the most important factors in language acquisition, along with the role of teachers. This applies especially in FL education, where students have the limited access to authentic materials in the TL. However, recent research has revealed the important role of students' first language (L1) in the acquisition of the TL. Although this does not grant FL and SL teachers and students freedom to over-rely on the use of the L1, instead of discouraging or ignoring the potential use of L1 in classrooms, researchers has been continuously seeking "maximal" or "optimal" use of TL.
520 $a In this study, data included an open-ended survey, field notes and audio-taped data from classroom observation transcripts. Classroom observations data were transcribed and analyzed with the coding system called Analysis of Speech Unit (AS-unit) in order to quantify the two very different languages of English and Japanese. Then, they were revisited to be analyzed with the three qualitative methods of open-coding, inductive and typological analyses. The results showed a varying degree of L1 and TL use among the participants. The ratios of the use of L1 and TL or mixed use of L1 and TL were also examined depending on specific class activities. Some activities indicated for some similar tendency among the participants as to which language to incorporate, while others brought about great discrepancies. However, time allocated to specific class activities seemed to have an impact on the ratios of L1 and TL use. Additionally, six pedagogic functions regarding the use of L1 and TL were identified: classroom management, inner communication, feedback, interaction, input and output.
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