東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Evaluating the Use of the L1 in a French Language Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluating the Use of the L1 in a French Language Classroom./
Author:	Guidi, Joyce Esther Hiaumiti.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	72 p.
Notes:	Source: Masters Abstracts International, Volume: 83-11.
Contained By:	Masters Abstracts International83-11.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29057663
ISBN:	9798426867758

Evaluating the Use of the L1 in a French Language Classroom.
Guidi, Joyce Esther Hiaumiti.

Evaluating the Use of the L1 in a French Language Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 72 p.

Source: Masters Abstracts International, Volume: 83-11.

Thesis (M.A.)--Brigham Young University, 2021.

This item must not be sold to any third party vendors.

Researchers have explored how different balances of first language (L1) and target language (TL) use in a foreign language classroom impact students' fluency and proficiency in TL acquisition. Research has shown that the use of the L1 in a foreign language classroom is done in order to determine the most effective way to raise the proficiency of second language learners to the level that is expected within their classrooms (Lee & Muncie, 2006). The use of the L1 is not something that is uncommon, even in the highest levels of foreign language instruction, although some believe it could inhibit learner growth in target language (TL) acquisition (Tanveer, 2007). Some scholars contend that there is a place for the L1 to be used in a second language classroom, rather than relying on complete usage of the TL (Biggs, 1999). Results have been mixed when it comes to whether or not the L1 should be used as much as the TL, and studies have seldom investigated what students and teachers believe regarding that matter.To this end, the present study examines the impact of the use of the L1 vs the use of the TL on 50 students at different levels in the French language classroom. Subjects were all enrolled in French classes ranging from the 101-level to the 201-level, and the 8 student instructors teaching these levels also participated in this study. Both a student survey and a teacher survey were administered at the end of the semester in order to look at the use of the TL vs the use of the L1 among students and teachers in their classrooms.Results show that the utilization of the L1 in foreign language classrooms is preferred by the students but that it is not fully justified. Numerous proponents of L1 use (Atkinson, 1987; Cook 2001; Swain & Lapkin, 2000; Wells, 1999) have cautioned against excessive use, instead recommending that it be used judiciously, and according to learner need. Future researchers might consider surveying students who are learning in an environment where L1 use is similar to student demand on this survey (very high, especially for things like giving instructions), as well as surveying students who are exclusively using TL in their learning environment.

ISBN: 9798426867758Subjects--Topical Terms:

517098
Teaching.

Evaluating the Use of the L1 in a French Language Classroom.
LDR:03256nmm a2200349 4500 001 2352549
005 20221128104015.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798426867758
035 $a (MiAaPQ)AAI29057663
035 $a (MiAaPQ)BrighamYoung10378
035 $a AAI29057663
040 $a MiAaPQ $c MiAaPQ
100 1 $a Guidi, Joyce Esther Hiaumiti. $3 3692186
245 1 0 $a Evaluating the Use of the L1 in a French Language Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 72 p.
500 $a Source: Masters Abstracts International, Volume: 83-11.
500 $a Advisor: Thompson, Gregory L. ;Cox, Troy.
502 $a Thesis (M.A.)--Brigham Young University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Researchers have explored how different balances of first language (L1) and target language (TL) use in a foreign language classroom impact students' fluency and proficiency in TL acquisition. Research has shown that the use of the L1 in a foreign language classroom is done in order to determine the most effective way to raise the proficiency of second language learners to the level that is expected within their classrooms (Lee & Muncie, 2006). The use of the L1 is not something that is uncommon, even in the highest levels of foreign language instruction, although some believe it could inhibit learner growth in target language (TL) acquisition (Tanveer, 2007). Some scholars contend that there is a place for the L1 to be used in a second language classroom, rather than relying on complete usage of the TL (Biggs, 1999). Results have been mixed when it comes to whether or not the L1 should be used as much as the TL, and studies have seldom investigated what students and teachers believe regarding that matter.To this end, the present study examines the impact of the use of the L1 vs the use of the TL on 50 students at different levels in the French language classroom. Subjects were all enrolled in French classes ranging from the 101-level to the 201-level, and the 8 student instructors teaching these levels also participated in this study. Both a student survey and a teacher survey were administered at the end of the semester in order to look at the use of the TL vs the use of the L1 among students and teachers in their classrooms.Results show that the utilization of the L1 in foreign language classrooms is preferred by the students but that it is not fully justified. Numerous proponents of L1 use (Atkinson, 1987; Cook 2001; Swain & Lapkin, 2000; Wells, 1999) have cautioned against excessive use, instead recommending that it be used judiciously, and according to learner need. Future researchers might consider surveying students who are learning in an environment where L1 use is similar to student demand on this survey (very high, especially for things like giving instructions), as well as surveying students who are exclusively using TL in their learning environment.
590 $a School code: 0022.
650 4 $a Teaching. $3 517098
650 4 $a Language acquisition. $3 528343
650 4 $a Second language learning. $3 3542620
650 4 $a Bilingual education. $3 2122778
650 4 $a Education. $3 516579
650 4 $a European studies. $3 3168420
650 4 $a Language. $3 643551
650 4 $a Regional studies. $3 3173672
690 $a 0282
690 $a 0515
690 $a 0440
690 $a 0679
690 $a 0604
710 2 $a Brigham Young University. $3 1017451
773 0 $t Masters Abstracts International $g 83-11.
790 $a 0022
791 $a M.A.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29057663