Students' Views Regarding the Use of the First Language: An Exploratory Study in a Tertiary Context Maximizing Target Language Use

2008 ◽  
Vol 65 (2) ◽  
pp. 249-273 ◽  
Author(s):  
Jeanne Rolin-Ianziti ◽  
Rachel Varshney
Keyword(s):  
Exploratory Study ◽  
Language Use ◽  
First Language ◽  
Target Language

scholarly journals Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Desi Surayatika
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
First Language ◽  
Language Instruction ◽  
Target Language ◽  
English Language Learning ◽  
Classroom Language ◽  
Students First ◽  
English Classroom

<p class="SammaryHeader" align="center"><strong>ABSTRACT</strong></p><p><em>Students’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( </em><em>L1 </em><em>) is combined with the target language ( </em><em>L2 </em><em>) being studied to be a language instruction used by the teacher to conduct an English classroom.  The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( </em><em>EFL </em><em>)</em>.</p><p><strong><em>Keyword </em></strong><strong><em>: </em></strong><em>Bilingual, Students’ Perception, language use, EFL classroom</em></p><p align="center"><strong>ABSTRAK</strong></p><p><em>Persepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( </em><em>L1 </em><em>) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif  terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( </em><em>EFL </em><em>).</em></p><strong><em>Kata kunci : </em></strong><em>Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL</em>

First and second language use in English medium instruction contexts

2018 ◽  
Vol 24 (3) ◽  
pp. 382-402 ◽  
Author(s):  
Ernesto Macaro ◽  
Lili Tian ◽  
Lingmin Chu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Use ◽  
First Language ◽  
Target Language ◽  
Academic Disciplines ◽  
Chinese University ◽  
English Medium Instruction ◽  
Efl Classrooms ◽  
Academic Content

Although there is a wealth of research on the use of the first language (L1) in English as a foreign language (EFL) classrooms, there is as yet very little research of this kind in classrooms where the prime pedagogical objective is to teach academic content through English as a second language (English medium instruction; EMI). It is important to begin filling this gap because a purported aim of content-based programs is to expose students to large quantities of the target language. We investigated the practices of five EMI teachers in a Chinese university and measured the reactions of their students both quantitatively and qualitatively. Our findings show that these teachers switched to the L1 rarely (although with considerable differences among the teachers) and mostly to explain both simple and complex concepts in their academic disciplines. Although students were unperturbed by the switches to the L1, some felt that the teacher could have made more of an effort to explain it in L2 first.

scholarly journals Teacher’s target language use in classroom discourse: teacher’s point of view

EDUPEDIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Puspa Sari ◽  
Syahrir Syahrir ◽  
Husnani Aliah
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
Mother Tongue ◽  
First Language ◽  
Point Of View ◽  
Target Language ◽  
Language Class ◽  
Language Knowledge ◽  
Students First ◽  
Teaching Learning

The language class is closely related to the assumption that students will learn and generate the target language. Students are supposed to be able to relate, at least, with the language they have studied. The teacher hopes to not only teach but also use the target language in their teaching-learning process and show the students how to use it. This research explores the teacher's target language in the classroom discourse from the teacher’s point of view—a Qualitative approach employed in this research. The teacher believed that the use of the target language has to be in a maximum way. However, drawn away by the situation of students’ target language knowledge, the use of target language becomes infrequently used. She only used target language for simple words or sentences, which is she knew her students able to comprehend. She needed to use the target language and the students’ first language and mother tongue to help the students more comfortable comprehending the lesson.

Self-perceived linguistic progress, target language use and personality development during study abroad

2018 ◽  
Vol 3 (1) ◽  
pp. 144-166 ◽  
Author(s):  
Klara Arvidsson ◽  
June Eyckmans ◽  
Alexandra Rosiers ◽  
Fanny Forsberg Lundell
Keyword(s):  
Exploratory Study ◽  
Language Use ◽  
Short Form ◽  
Personality Development ◽  
Personality Characteristics ◽  
Target Language ◽  
Cultural Empathy ◽  
Multicultural Personality ◽  
Multicultural Effectiveness

Abstract This exploratory study investigates the development of personality dimensions related to multicultural effectiveness and its relation to amount of target language use and self-perceived progress in speaking during a sojourn abroad in seven European countries. The participants were 59 Swedish and Belgian university students. The Multicultural Personality Questionnaire – Short Form (van der Zee, Van Oudenhoven, Ponterotto, & Fietzer, 2013) was administered at the beginning and the end of the semester, and data on self-reported weekly hours of target language use and self-perceived linguistic progress were gathered at Time 2. The main findings are the observed moderate or near moderate correlations between self-perceived progress in speaking and change in Cultural Empathy, and between amount of target language use and change in Cultural Empathy and Openmindedness. This points to the relevance of further studies on the role of target language use and progress in the development of personality characteristics.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Test de Français Laval-Montreal: Does It Measure What It Should Measure?

2016 ◽  
Vol 32 ◽  
pp. 87
Author(s):  
Romain Schmitt ◽  
Shahrzad Saif
Keyword(s):  
Preservice Teachers ◽  
Language Use ◽  
Target Language ◽  
French Language ◽  
Task Characteristics ◽  
Language Abilities ◽  
High Stakes ◽  
Formation Initiale ◽  
Teacher Training Programs ◽  
Language Needs

This article reports on a study conducted as part of a larger investigation of the predictive validity of the Test de Français Laval-Montreal (TFLM), a high-stakes French language test used for admission and placement purposes for Teacher- Training Programs (TTPs) in major francophone universities in Canada (Schmitt, 2015). The objective of this study is to examine the validity of TFLM tasks for measuring language abilities required by tasks common to the Target Language Use (TLU; Bachman & Palmer, 2010) domains in which preservice teachers are expected to function. Adopting Messick’s conception of construct validity (1989) and Bachman & Palmer’s Framework of Task Characteristics (2010), the study features a comprehensive task analysis detailing the characteristics of TFLM tasks in contrast to those of three major TLU academic and instructional contexts linked to the test. The results of the study are discussed in terms of the standards of validity (Messick, 1996) and qualities of usefulness (Bachman & Palmer, 1996). Findings suggest that TFLM tasks and constructs do not represent those of the TLU contexts and do not address the language needs of preservice teachers as identified by the Ministère de l’Éducation, du Loisir et du Sport (MELS). The implications for the consequential aspect of TFLM validity and the potential nega- tive consequences of TFLM use as an admission test are discussed. Cet article présente une partie d’une étude plus complète sur la validité prédictive du Test de Français Laval-Montréal (TFLM), test de langue française à enjeux critiques utilisé comme test d’admission et de placement dans les programmes de formation initiale en enseignement d’importantes universités francophones au Canada (Schmitt, 2015). Le but de ce e étude est d’analyser la validité des tâches du TFLM à des fins d’évaluation des compétences linguistiques exigées dans les tâches communes aux domaines d’utilisation de la langue cible dans lesquels les enseignants en formation doivent fonctionner (Target Language Use (TLU); Bachman & Palmer, 2010). Basée sur la conception de la validité conceptuelle de Messick (1989) et le cadre d’analyse des caractéristiques des tâches de Bachman & Palmer (2010), l’étude compare de manière détaillée les tâches du TFLM à celles de trois contextes académiques et pédagogiques d’emploi de la langue cible. Les résultats de cette analyse sont évalués en termes de validité (Messick, 1996) et des qualités des tests (Bachman & Palmer, 1996). Les résultats indiquent que les tâches du TFLM et les construits qu’il est sensé évaluer ne correspondent pas à ceux des contextes d’emploi de la langue cible et ne répondent pas aux besoins des ensei- gnants en formation tels qu’identi és par le Ministère de l’Éducation, du Loisir et du Sport (MELS). La validité du TFLM, les conséquences ainsi que les aspects potentiellement négatifs de son utilisation comme test d’admission sont discutés. 

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