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Possible Effects Of Teachers Code Switching In Chinese Efl Classrooms
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Book Synopsis Possible Effects of Teachers' Code-switching in Chinese EFL Classrooms by : Lian Chen
Download or read book Possible Effects of Teachers' Code-switching in Chinese EFL Classrooms written by Lian Chen and published by . This book was released on 2006 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: "An important element in L2 success appears to be how learners are treated: the teaching method used with them, the language they hear, and the environment in which they are teaching" (Cook, 1991:129). Thus, for Chinese EFL teachers, the teaching pattern they use is of great importance to students' target language acquisition. However, as do most Chinese college EFL teachers for non-English majors, they are facing a classroom teaching pattern dilemma: while holding the belief that teaching English only through English is necessary for learners' better English acquisition, teachers use code switching between English and Chinese as teaching support in their teaching practice. This study is designed to cast light on the effectiveness of the two different teaching patterns, English only and code switching between English and Chinese, in Chinese EFL classrooms. Two intact classes of Chinese second year college non-English major students were chosen as respectively an experimental and a control group.
Book Synopsis Teacher Code-switching in a Chinese EFL Context by : Qiongmei Jiang
Download or read book Teacher Code-switching in a Chinese EFL Context written by Qiongmei Jiang and published by . This book was released on 2006 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study is conducted in a normal university (i.e., teachers university) in Southwest China. The main aim is to investigate the issue of teacher code-switching between English and Chinese in the Chinese EFL context. Teacher code-switching is a controversial issue and a focus of research for decades. However, it has not drawn much attention and has not been adequately explored in China although it is frequently observed in the Chinese EFL classroom. This situation arouses my interest, so I conduct the study, attempting to find out when and why EFL teachers code switch, and what teachers and learners think of this bilingual phenomenon. By this study, it is hoped that some useful information or implications can be got to contribute to the present EFL teaching in China. The study involves 120 student participants and 3 teacher participants.
Book Synopsis The Role of Chinese in EFL Classroom [sic] in a Third-class University in China by : Bing Li
Download or read book The Role of Chinese in EFL Classroom [sic] in a Third-class University in China written by Bing Li and published by . This book was released on 2006 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Code-switching is a common teaching method in EFL teaching nowadays. The present study attempts to examine the advantages and disadvantages of code-switching in Chinese first and second year university non-English major EFL classes in a third-class university in south west China. Qualitative results came from interviews with 8 non-English major students and 10 teachers who taught non-English major. Questionnaire data were collected from 100 non-English major students, and examination data were collected from 60 non-English major students in Honghe University by using examination papers from the CET-4. The analysis focuses on the students' and teachers' attitudes toward the advantages and disadvantages of using Chinese in the EFL classroom and how students' learning and the teachers' teaching is influenced by using Chinese in EFL classroom. The findings provide evidence that code switching, or the use of Chinese in EFL classes is good only when it is used properly.
Book Synopsis Non-Native Language Teachers by : Enric Llurda
Download or read book Non-Native Language Teachers written by Enric Llurda and published by Springer Science & Business Media. This book was released on 2006-06-09 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.
Book Synopsis Pedagogical Translanguaging by : Jasone Cenoz
Download or read book Pedagogical Translanguaging written by Jasone Cenoz and published by Cambridge University Press. This book was released on 2022-01-27 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.
Book Synopsis Target Language, Collaborative Learning and Autonomy by : Ernesto Macaro
Download or read book Target Language, Collaborative Learning and Autonomy written by Ernesto Macaro and published by Multilingual Matters. This book was released on 1997-01-01 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the relevance that second language research has for the secondary foreign language classroom. It analyses the concept of teaching and learning exclusively through the target language. This concept is then related to two current pedagogical tendencies: peer collaboration and learner autonomy.
Book Synopsis Classroom Second Language Development by : Rod Ellis
Download or read book Classroom Second Language Development written by Rod Ellis and published by Pergamon. This book was released on 1984 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis EFL Classroom Code-Switching by : Eda Üstünel
Download or read book EFL Classroom Code-Switching written by Eda Üstünel and published by Palgrave Macmillan. This book was released on 2016-12-20 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With emphasis on teacher and learner code-switching patterns, this book is one of the first studies to comprehensively address these issues in English as a Foreign Language (EFL) classrooms. The author examines teacher and learner code-switching through quantitative analysis, discourse analysis, conversation analysis, and mixed methods used in the study of code-switching. She addresses current debates on the amount of first language (L1) use, the functions of L1 use, the functions of teacher only code-switching patterns and the functions of teacher and learners shared code-switching patterns in foreign language classrooms. The book explores the implications of EFL classroom code-switching and how this can feed into better understanding of foreign language learning and teaching, language teacher development and new research directions in TESOL and applied linguistics. The principles and discussions of EFL classrooms are easily generalised to other language classrooms. This book will be of interest to researchers in the fields of second language acquisition, applied linguistics, and ELT, as well as researchers in the fields of sociology, education, and ethnomethodology.
Book Synopsis Classroom Code-switching in Chinese College EFL Context by : Hongwu Dai
Download or read book Classroom Code-switching in Chinese College EFL Context written by Hongwu Dai and published by . This book was released on 2006 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Also, similarities and disparities in opinions were found within and between the two groups of subjects. For example, both the teachers and students agreed that the L1 should be used to teach and learn grammar, while their opinions differed on the use of the L1 for some other pedagogical purposes. Based on discussions about the possible reasons leading to such results, and on comparisons with findings in other studies, this paper concludes that the role of the L1 should be restricted to functions regarded as facilitative, supportive and compensatory in the foreign language classroom,and that both too much dependency on or total prohibition of the L1 should be avoided.
Book Synopsis A Case Study of Teachers' Codeswitching Behaviours in Mainland China's University EFL Classrooms and Students' Reactions to the Codeswitching by : Tao Guo
Download or read book A Case Study of Teachers' Codeswitching Behaviours in Mainland China's University EFL Classrooms and Students' Reactions to the Codeswitching written by Tao Guo and published by . This book was released on 2007 with total page 724 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis English Medium Instruction by : Ernesto Macaro,
Download or read book English Medium Instruction written by Ernesto Macaro, and published by Oxford University Press. This book was released on 2018-02-19 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ernesto Macaro brings together a wealth of research on the rapidly expanding phenomenon of English Medium Instruction. Against a backdrop of theory, policy documents, and examples of practice, he weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed, and explores how we can arrive at a true cost–benefit analysis of its future impact. “This state-of-the-art monograph presents a wide-ranging, multi-perspectival yet coherent overview of research, policy, and practice of English Medium Instruction around the globe. It gives a thorough, in-depth, and thought-provoking treatment of an educational phenomenon that is spreading on an unprecedented scale.” Guangwei Hu, National Institute of Education, Singapore Additional online resources are available at www.oup.com/elt/teacher/emi Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford and is the founding Director of the Centre for Research and Development on English Medium Instruction at the university. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman
Book Synopsis The Embodied Work of Teaching by : Joan Kelly Hall
Download or read book The Embodied Work of Teaching written by Joan Kelly Hall and published by Multilingual Matters. This book was released on 2019-09-16 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects. Together, the chapters document the embodied accomplishment of teaching by identifying specific resources that teachers use to manage instructional projects; demonstrate that teaching entails both alignment and affiliation work; and show the significance of using high-quality audiovisual data to document the sophisticated work of teaching. By providing analytic insight into the highly-specialized work of teaching, the studies make a significant contribution to a practice-based understanding of how the life of the classroom, as lived by its members, is accomplished.
Book Synopsis Language Education and Emotions by : Mathea Simons
Download or read book Language Education and Emotions written by Mathea Simons and published by Routledge. This book was released on 2020-10-08 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education. It offers a comprehensive overview of studies authored and co-authored by researchers from all over the world. The volume opens and ends with "backbone" contributions by two of the discipline’s most reputed scholars: Jane Arnold (Spain) and Jean-Marc Dewaele (United Kingdom). This book broadens our understanding of emotions, including well-known concepts such as foreign language anxiety as well as addressing the emotions that have only recently received scientific attention, driven by the positive psychology movement. Chapters explore emotions from the perspective of the language learner and the language teacher, and in relation to educational processes. A number of contributions deal with traditional, school-based contexts, whereas others study new settings of foreign language education such as migration. The book paints a picture of the broad scale of approaches used to study this topic and offers new and relevant insights for the field of language education and emotions. This book will be of great interest to academics, researchers and postgraduate students in the field of language education, psycholinguistics, sociolinguistics, and applied linguistics.
Book Synopsis Early Language Learning by : Janet Enever
Download or read book Early Language Learning written by Janet Enever and published by Multilingual Matters. This book was released on 2017-07-06 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods and proposes that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.
Book Synopsis First Language Use in Second and Foreign Language Learning by : Miles Turnbull
Download or read book First Language Use in Second and Foreign Language Learning written by Miles Turnbull and published by Multilingual Matters. This book was released on 2009-08-24 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
Book Synopsis Codeswitching in University English-Medium Classes by : Roger Barnard
Download or read book Codeswitching in University English-Medium Classes written by Roger Barnard and published by Multilingual Matters. This book was released on 2013-12-11 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students' first language in the EFL classroom has been consistently discouraged. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers' beliefs about codeswitching and their classroom practice.
Book Synopsis Codeswitching in University English-Medium Classes by : Roger Barnard
Download or read book Codeswitching in University English-Medium Classes written by Roger Barnard and published by Multilingual Matters. This book was released on 2013-12-20 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.
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