11. TEACHERS' USES OF THE TARGET AND FIRST LANGUAGES IN SECOND AND FOREIGN LANGUAGE CLASSROOMS

2002 ◽  
Vol 22 ◽  
pp. 204-218 ◽  
Author(s):  
Miles Turnbull ◽  
Katy Arnett
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Student Motivation ◽  
Code Switching ◽  
Empirical Literature ◽  
Future Research ◽  
Self Reports ◽  
First Languages ◽  
Language Classrooms ◽  
Beliefs And Attitudes

This chapter reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first (L1) languages in second (SL) and foreign (FL) language classrooms. Theoretically, the article explores several issues related to teachers' use of the L1 and the TL in the classroom: exposure to TL input, student motivation, cognitive considerations, code-switching, and appropriate teacher use of the L1. A review of recent discourse analysis studies examines how much, when, and why FL and SL teachers use the L1 and TL in their pedagogy. The article also presents findings from studies that have considered teachers' self-reports and teachers' and learners' beliefs and attitudes regarding the use of the L1 and the TL in FL and SL classrooms. The paper concludes with recommendations for future research.

scholarly journals Instructors’ ideas on the use of code-switching in EFL in Turkey: A case study

2017 ◽  
Vol 7 (1) ◽  
pp. 9-17
Author(s):  
Engin Evrim Onem
Keyword(s):  
Rank Order ◽  
Relevant Literature ◽  
Code Switching ◽  
State Universities ◽  
Future Research ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Foreign Language Instructors ◽  
Teaching Ideas

Abstract   Code switching is a very common phenomenon in EFL language classrooms. The goal of this case study is to find out the possible reasons why EFL instructors employ code switching in ELT classes in Turkey. To achieve this, a brief questionnaire composed of the most common seven reasons mentioned in the relevant literature on code switching in language classrooms was compiled by the researcher and administered to ten EFL teachers working at different state universities in Turkey. The participants were asked to rank order the reasons from the most ideal to the least ideal purpose of employing code switching in classrooms for themselves and were later asked to write the reasons for their choices. It was found that “leaving no confusion about the topic” was the most common reason for the participants and the teachers who prioritized that reason seemed to have similar ideas about employing code switching in EFL. Discussion of the results and implications for future research are presented. Keywords: Code switching, language teaching, ideas about code switching, foreign language instructors.    

scholarly journals Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiangtao Fu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Language Education ◽  
Future Research ◽  
Teacher Student ◽  
Multiple Dimensions ◽  
Whole Person ◽  
Language Classrooms

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

scholarly journals Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation

2011 ◽  
Vol 4 (1) ◽  
pp. 18 ◽  
Author(s):  
Ehsan Rezvani ◽  
Abbass Rasekh
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Systematic Investigation ◽  
Code Switching ◽  
Small Scale ◽  
Teacher Student ◽  
Exploratory Investigation ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Efl Classrooms

This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. Moreover, it was found that EFL teachers in this study tended to use the learners’ L1 (i.e., Farsi) to serve a number of pedagogic and social functions, which contributed to better teacher-student classroom interaction. Implications may be drawn for language teacher education programs and for further research on systematic investigation into actual classroom practices.

scholarly journals A REVIEW ON THE USE OF L1 IN FOREIGN LANGUAGE CLASSROOMS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Peng Zilian
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Empirical Studies ◽  
First Language ◽  
Future Research ◽  
Learning Methods ◽  
Factors Influencing ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
L1 Use

This review aims to provide a comprehensive perspective on the use of first language (L1) in foreign language classrooms by reviewing 15 empirical studies. This review found that the focuses of those studies can be categorized from five aspects: (1) extent of L1 use, (2) the purpose of L1 use, (3) factors influencing teachers’ use of L1, (4) attitudes and identities related to L1 use, and (5) the effectiveness of L1 use on second language (L2) learning. Methods for research on this area and directions for future research are suggested. 本文旨在通过对15篇实证研究的回顾，对外语课堂中母语的使用提供一个全面的视角。本文主要发现, 这些研究的主题可以分为五类: (1)使用母语的程度, (2) 使用母语的目的, (3) 影响教师使用母语的因素, (4) 关于母语使用的态度和身份转变, 以及 (5) 母语使用对外语学习的影响。基于以上发现本文总结了该领域的研究方法，指明了未来的研究方向。 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0789/a.php" alt="Hit counter" /></p>

Drawings are talking: Exploring language learners’ beliefs through visual narratives

2018 ◽  
Vol 9 (2-3) ◽  
pp. 177-200 ◽  
Author(s):  
Jülide İnözü
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Future Research ◽  
Research Approach ◽  
Learning Beliefs ◽  
Visual Narratives ◽  
Language Classrooms ◽  
Language Learning Beliefs ◽  
Interpretative Research

AbstractThis paper reports on a study, which suggests an alternative use of drawings in language classrooms. The study uses young children’s drawings about learning English as an innovative way of investigating their perceptions of what it means to learn a foreign language. The images of language learning constructed by the children in their drawings may provide us with insights into their own personal experience of language learning. In order to understand what sense they have made of the language learning process, the participants were told to draw a picture of themselves as learners of English. A qualitative image-based interpretative research approach was used in the analysis of the drawings. In order to verify the interpretations of the drawings, informal interviews were conducted with each student individually following the drawing session. The findings provide us with a window into the students’ minds and help us to develop a framework for understanding young learners’ language learning beliefs. The paper ends with a discussion of the findings, the implications for language classrooms and suggestions for future research.

scholarly journals How Should Teachers View Learner Code Switching in Second/ Foreign Language Classrooms?

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Code Switching ◽  
Language Background ◽  
Language Learning Strategy ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Pedagogical Goals

This article aims to discuss functions of code switching in second and foreign language classrooms. The discussion focuses on learner (as opposed to teacher) code switching in classrooms in which the learners share the same language background. It explores the extent to which code switching plays the roles in enabling students to achieve the pedagogical goals. Also, it attempts to find the place of the functions in the notion of language learning strategy. For second language teaching and learning, the discussion is expected raise teachers’ awareness of the patterns and functions the code switching may have in the teaching and learning process. Therefore, the paper is specifically addressed to teachers of second or foreign language as it will expectedly widen the teachers’ horizon on the fact of code switching existing in language classrooms and help the teachers cope with the phenomenon.

scholarly journals Strengths and Weaknesses of Applying Cooperative Learning in Foreign Language Classrooms: A Case Study of Arab Learners’ Perspectives

2019 ◽  
Vol 7 (4) ◽  
pp. p368
Author(s):  
Reem Alsanie ◽  
Mona Sabir
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Proficiency ◽  
Future Research ◽  
Structured Interviews ◽  
Language Background ◽  
Language Classrooms ◽  
L2 Production ◽  
Foreign Language Classrooms ◽  
Language Proficiency Test

This study aims to explore the strengths and weaknesses of implementing Cooperative Learning (CL) in language classrooms from learners’ perspectives. Many studies have investigated the effect of CL on learners’ L2 production, but fewer studies have been conducted to discover the strengths and possible weaknesses of applying CL. Therefore, this study is undertaken to investigate Saudi learners’ views towards the strengths and weaknesses of implementing CL in foreign language classrooms. The participants are six low-level Saudi EFL learners enrolled in a general English course as part of their foundation year requirements. The participants were first given a language background questionnaire and a language proficiency test to determine their current proficiency levels. They were then exposed to CL in their language classes for a total of six hours, after which they were asked to take part in semi-structured interviews. The interviews were designed to gather the learners’ opinions of using CL activities in classrooms after they had experienced the use of it. The study outlines the strengths and weaknesses of CL as reported by the participants. Based on the findings, the study highlights some teaching implications for language practitioners and provides suggestions for future research.

scholarly journals Student Motivation in the Latin Classroom

2021 ◽  
pp. 1-4
Author(s):  
Kellie J. Baglio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Extrinsic Motivation ◽  
Safe Space ◽  
Intrinsic And Extrinsic Motivation ◽  
Language Classes ◽  
Motivation And Engagement ◽  
Language Classrooms

Abstract It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

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