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Michael Crawford shares the benefits of timed reading................ 3
For many years educators have considered the English-only approach in classrooms as the correct a... more For many years educators have considered the English-only approach in classrooms as the correct and only appropriate way to teach EFL. Teaching methods have guided this approach by either explicitly banning the use of students’ L1 or simply ignoring it. However, recent research is suggesting that the L1 is a valid and real element in the EFL classroom and that the Englishonly approach may be out of step in a truly learner-centred classroom. The aim of this article is not to outline the detailed debate surrounding this issue, but instead to present practical ways teachers might choose to make use of L1 in the L2 classroom, supported by the relevant literature. The idea of using Japanese in the EFL classroom is controversial. Many teachers in Japan have learnt that the ideal language learning environment exclusively uses English. In this way, students are exposed to maximum target language input and are given authentic opportunities to use L2 without resorting to their L1. Yet this me...
Language Teaching, 2020
Three-hundred and eighty students participated in this study (143 male and 237 female). They were... more Three-hundred and eighty students participated in this study (143 male and 237 female). They were first-year liberal arts majors who were studying at a university in Japan. The participants took four 90-minute classes of English a week: two listening and speaking, and two reading and writing. The learners were taught by 32 different native English-speaking instructors. Materials The Japanese in the Classroom Survey measured desire for L1 support. The questionnaire was developed by the researchers for this study. It comprised eight statements that collectively referred to L1 use by the teacher, student L1 policy, and L1 use in classroom materials. The students were presented with a four-point Likert scale to express their opinion on each of the statements (1. Strongly agree; 2. Agree; 3. Disagree; 4. Strongly disagree). As with the ambiguity tolerance and motivation questionnaires mentioned below, the Japanese in the Classroom Survey was translated into the learners' L1. Ambiguity tolerance was measured through the 12-item Second Language Tolerance of Ambiguity Scale (SLTAS) (Ely, 1995). The Motivation Questionnaire (Sick, 2004) was based on the Gardner and Lambert (1959) socioeducational model. The five items that comprised this research instrument each corresponded to a component of the model: (1) attitude towards the learning situation, (2) instrumental orientation,
Kinki University English Journal = 近畿大学英語研究会紀要, Aug 1, 2010
Michael Crawford shares the benefits of timed reading................ 3
For many years educators have considered the English-only approach in classrooms as the correct a... more For many years educators have considered the English-only approach in classrooms as the correct and only appropriate way to teach EFL. Teaching methods have guided this approach by either explicitly banning the use of students’ L1 or simply ignoring it. However, recent research is suggesting that the L1 is a valid and real element in the EFL classroom and that the Englishonly approach may be out of step in a truly learner-centred classroom. The aim of this article is not to outline the detailed debate surrounding this issue, but instead to present practical ways teachers might choose to make use of L1 in the L2 classroom, supported by the relevant literature. The idea of using Japanese in the EFL classroom is controversial. Many teachers in Japan have learnt that the ideal language learning environment exclusively uses English. In this way, students are exposed to maximum target language input and are given authentic opportunities to use L2 without resorting to their L1. Yet this me...
Language Teaching, 2020
Three-hundred and eighty students participated in this study (143 male and 237 female). They were... more Three-hundred and eighty students participated in this study (143 male and 237 female). They were first-year liberal arts majors who were studying at a university in Japan. The participants took four 90-minute classes of English a week: two listening and speaking, and two reading and writing. The learners were taught by 32 different native English-speaking instructors. Materials The Japanese in the Classroom Survey measured desire for L1 support. The questionnaire was developed by the researchers for this study. It comprised eight statements that collectively referred to L1 use by the teacher, student L1 policy, and L1 use in classroom materials. The students were presented with a four-point Likert scale to express their opinion on each of the statements (1. Strongly agree; 2. Agree; 3. Disagree; 4. Strongly disagree). As with the ambiguity tolerance and motivation questionnaires mentioned below, the Japanese in the Classroom Survey was translated into the learners' L1. Ambiguity tolerance was measured through the 12-item Second Language Tolerance of Ambiguity Scale (SLTAS) (Ely, 1995). The Motivation Questionnaire (Sick, 2004) was based on the Gardner and Lambert (1959) socioeducational model. The five items that comprised this research instrument each corresponded to a component of the model: (1) attitude towards the learning situation, (2) instrumental orientation,
Kinki University English Journal = 近畿大学英語研究会紀要, Aug 1, 2010