Teachers' Practice and Beliefs of L1 and TL Use in the Foreign Language Classroom: A Case Study of Two College Teachers in Taiwan
|關鍵字:||外語教師;中英文使用;外語教室;語言使用信念;foreign language teacher;Chinese and English language use;foreign language classrooms;beliefs of language use|
本研究目的在探索兩位台灣的大學英語教師在課堂上使用母語(中文)和目標語(英文)的情形及兩位教師語言使用的理念。以下為四個研究問題: 第一, 教師在英語教室內使用多少的母語和目標語? 第二, 教師使用母語和目標語在功能上有甚麼不同? 第三, 教師的語言使用理念為何? 第四, 教師語言使用理念和實際教室內語言教學情形有何關聯? 兩位台灣大學英語教師參與本研究。研究資料的蒐集是透過課堂觀察與訪問教師的語言使用理念。教室觀察以及教師訪問皆以錄音的方式作為日後分析的資料。本研究的資料分析方法參考及使用Kim and Elder (2005)的跨語言語碼分析系統 ‘FLAATT’ (Functional Language Alternation Analysis of Teacher Talk)(教師語言轉換的功能分析)。
Research of second and foreign language (FL) learning have been interested in the issue of first language (L1) use in classrooms and recently have suggested a critical role of teacher belief in practice of teaching. However, research which has empirically documented the link between teachers’ beliefs of language use in classrooms and their practice of teaching is still scant. Therefore, this study attempts to explore teachers’ actual language use (the L1 and the TL) in the classrooms as well as the relationship between their beliefs of language use and their actual language teaching behaviors in classrooms. The present study aims to explore two Taiwanese English teachers’ L1 (Chinese) and TL (English) use in class and their beliefs of language use. Four research questions guide the investigation of the study: (1) What are the amounts of teachers’ uses of the L1 and the TL in the FL classroom? (2) How do teachers differ in the functions of their code-switching between the L1 and the TL? (3) What are the teachers’ beliefs of language use in FL classrooms? and (4) What is the relationship between teachers’ beliefs of language use and their actual code-switching behavior in the classrooms? Two Taiwanese college English teachers participated in the study. Data was collected through classroom observation and teacher interview concerning teacher’s beliefs of language use in the context of FL teaching. Both classroom observation and teacher interview were audio recorded for analyzing. The study adopted the cross-linguistic coding system ‘FLAATT’ (Functional Language Alternation Analysis of Teacher Talk) developed by Kim and Elder (2005) to analyze classroom data. Results of the study showed a very different language use between the two teachers both in the amount of TL and L1 use and in the functions language performed. Moreover, the two teachers’ beliefs of language use in FL classrooms are divergent in some degree as well, which explains how and why teachers in the same EFL teaching context act distinct in terms of TL and L1 use. Overall, both teachers’ language uses in the classrooms are in consistent with their self-reported beliefs. To conclude, the study may be of importance in explaining what may influence teachers’ decision-making of language use and how teachers’ beliefs have profound impact on their actual language teaching behaviors, as well as in providing FL teachers with a better understanding of how beliefs of language use are related to their language teaching behaviors.
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