東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Investigating Teachers' Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Teachers' Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China./
作者:	Wu, Jing.
面頁冊數:	1 online resource (217 pages)
附註:	Source: Masters Abstracts International, Volume: 82-11.
Contained By:	Masters Abstracts International82-11.
標題:	Grammar. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28387742click for full text (PQDT)
ISBN:	9798708775146

Investigating Teachers' Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China.
Wu, Jing.

Investigating Teachers' Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China. - 1 online resource (217 pages)

Source: Masters Abstracts International, Volume: 82-11.

Thesis (M.Ed.)--Queen's University (Canada), 2020.

Includes bibliographical references

The widely-used monolingual approach, meaning avoiding or minimizing first language (L1) use in classrooms, by increasing the input in the second language (L2) in the course of learning can effectively develop students' comprehension skills (Krashen, 1981; Genesee, 1978). However, the monolingual approach could not explain the transfer that happens between the L1 and L2. Different theories suggested different outcomes for the transfer between the L1 and L2. Studies investigating students' opinions on using the L1 in L2 learning indicated that the L1 was necessary in classrooms (Dujmovic, 2014; Schweers Jr., 1999; Tang, 2002). However, not many studies were conducted to investigate teachers' perspectives on using students' L1 in English language learning. Therefore, this study examines how teachers perceive the role of students' L1 in English language learning and the related practices. The methodology for the study follows Tang's (2002) research by first collecting teachers' opinions through surveys with follow-up interviews. 18 middle-school English teachers in Guangzhou, China took the questionnaire and ten of them participated in the follow-up interview. The questionnaire provided an overview and the interview results were analyzed using theoretical frameworks by Krashen (1981) and Cook (2002). The results indicate that most of the participants would apply Krashen's (1981) Input Hypothesis in teaching to gradually reduce the amount of the L1 used in the classroom and provide input for learning although they offered an adaptation. While all of the participants would allow the use of students' L1 in explicit conditions, some participants observed that certain skills can be accessible in both the L1 and L2. Teaching experience influenced the participants more than the L2 learning experience. Two major implications for practice could be concluded from the results. First, the L1 is helpful in explicit learning and maintaining a low affective filter while minimizing the L1 allows the students to get used to an L2-speaking environment. Second, ongoing support and reflection in teaching provides teachers with a positive development of their professional experience. Future research on a larger scale on those mechanisms is suggested to further establish the trustworthiness of those results.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798708775146Subjects--Topical Terms:

899712
Grammar.
Subjects--Index Terms:

English language learningIndex Terms--Genre/Form:

542853
Electronic books.

Investigating Teachers' Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China.
LDR:03658nmm a2200361K 4500 001 2365113
005 20231213130546.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798708775146
035 $a (MiAaPQ)AAI28387742
035 $a (MiAaPQ)QueensUCan_197428016
035 $a AAI28387742
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wu, Jing. $3 1001228
245 1 0 $a Investigating Teachers' Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China.
264 0 $c 2020
300 $a 1 online resource (217 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 82-11.
500 $a Advisor: Myers, Maria.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2020.
504 $a Includes bibliographical references
520 $a The widely-used monolingual approach, meaning avoiding or minimizing first language (L1) use in classrooms, by increasing the input in the second language (L2) in the course of learning can effectively develop students' comprehension skills (Krashen, 1981; Genesee, 1978). However, the monolingual approach could not explain the transfer that happens between the L1 and L2. Different theories suggested different outcomes for the transfer between the L1 and L2. Studies investigating students' opinions on using the L1 in L2 learning indicated that the L1 was necessary in classrooms (Dujmovic, 2014; Schweers Jr., 1999; Tang, 2002). However, not many studies were conducted to investigate teachers' perspectives on using students' L1 in English language learning. Therefore, this study examines how teachers perceive the role of students' L1 in English language learning and the related practices. The methodology for the study follows Tang's (2002) research by first collecting teachers' opinions through surveys with follow-up interviews. 18 middle-school English teachers in Guangzhou, China took the questionnaire and ten of them participated in the follow-up interview. The questionnaire provided an overview and the interview results were analyzed using theoretical frameworks by Krashen (1981) and Cook (2002). The results indicate that most of the participants would apply Krashen's (1981) Input Hypothesis in teaching to gradually reduce the amount of the L1 used in the classroom and provide input for learning although they offered an adaptation. While all of the participants would allow the use of students' L1 in explicit conditions, some participants observed that certain skills can be accessible in both the L1 and L2. Teaching experience influenced the participants more than the L2 learning experience. Two major implications for practice could be concluded from the results. First, the L1 is helpful in explicit learning and maintaining a low affective filter while minimizing the L1 allows the students to get used to an L2-speaking environment. Second, ongoing support and reflection in teaching provides teachers with a positive development of their professional experience. Future research on a larger scale on those mechanisms is suggested to further establish the trustworthiness of those results.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Grammar. $3 899712
650 4 $a Classrooms. $3 1598668
650 4 $a Teaching methods. $3 595505
650 4 $a Second language learning. $3 3542620
650 4 $a Communication. $3 524709
650 4 $a English language. $3 516194
650 4 $a Immersion programs. $3 3682087
650 4 $a Mathematics teachers. $3 1027582
650 4 $a Bilingualism. $3 730672
650 4 $a Interviews. $3 856777
650 4 $a Education. $3 516579
650 4 $a Skills. $3 3221615
650 4 $a Anxiety. $3 520056
650 4 $a English as a second language. $3 516208
653 $a English language learning
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0282
690 $a 0441
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Queen's University (Canada). $3 1017786
773 0 $t Masters Abstracts International $g 82-11.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28387742 $z click for full text (PQDT)