Academic literature on the topic 'Language use in the L2 classroom'
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Journal articles on the topic "Language use in the L2 classroom"
Zulfikar, Zulfikar. "RETHINKING THE USE OF L1 IN L2 CLASSROOM." Englisia Journal 6, no. 1 (January 12, 2019): 42. http://dx.doi.org/10.22373/ej.v6i1.2514.
Full textAbid, Abid. "Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms." Lingua Cultura 14, no. 2 (December 30, 2020): 219–24. http://dx.doi.org/10.21512/lc.v14i2.6703.
Full textAlmoayidi, Khedir A. "The Effectiveness of Using L1 in Second Language Classrooms: A Controversial Issue." Theory and Practice in Language Studies 8, no. 4 (April 1, 2018): 375. http://dx.doi.org/10.17507/tpls.0804.02.
Full textThoai, Ton Nu Linh. "Observing EFL teachers' use of formulaic language in class." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 1–20. http://dx.doi.org/10.25170/ijelt.v15i1.1410.
Full textWilden, Eva, and Raphaela Porsch. "Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 631–55. http://dx.doi.org/10.14746/ssllt.2020.10.3.9.
Full textAlrabah, Sulaiman, Shu-hua Wu, Abdullah M. Alotaibi, and Hussein A. Aldaihani. "English Teachers' Use of Learners' L1 (Arabic) in College Classrooms in Kuwait." English Language Teaching 9, no. 1 (November 30, 2015): 1. http://dx.doi.org/10.5539/elt.v9n1p1.
Full textSzabo, Michelle. "I Meant to Say That: How Adult Language Learners Construct Positive Identities Through Nonstandard Language Use." TESL Canada Journal 24, no. 1 (October 1, 2006): 21. http://dx.doi.org/10.18806/tesl.v24i1.26.
Full textMunezane, Yoko. "Motivation, ideal self and willingness to communicate as the predictors of observed L2 use in the classroom." EUROSLA Yearbook 16 (August 10, 2016): 85–115. http://dx.doi.org/10.1075/eurosla.16.04mun.
Full textTsagari, Dina, and Christina Nicole Giannikas. "Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers." Applied Linguistics Review 11, no. 1 (March 26, 2020): 151–81. http://dx.doi.org/10.1515/applirev-2017-0104.
Full textBourgoin, Renée, and Josée Le Bouthillier. "Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 70–98. http://dx.doi.org/10.37213/cjal.2021.31378.
Full textDissertations / Theses on the topic "Language use in the L2 classroom"
Åkerblom, Jenny. "The use of L1 and L2 in the language classroom." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12234.
Full textRosenquist, Carl. "Target language use : An empirical study of the target language use in the Swedish 4-6 grade classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21668.
Full textEngelska
Rosenquist, Carl. "English as the target language : A literature study on teachers’ and L2 learners’ language use in the upper elementary classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20875.
Full textEngelska
Lockett, Makayla Adrianne. "Circulation of the Native Language in ESL Environments: Correlations Between L1 Perceptions and L1 Use in the English Classroom." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461932305.
Full textBrodén, Stephanie. "Does it help or hinder English language learners to use Swedish when English is taught in a multilingual classroom?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34530.
Full textJohansson, Caroline, and Ann-Louis Johansson. "The impact of teachers' self-efficacy on their approach to teaching English as a second language and the strategies they perceive as effective to develop students' self-efficacy." Thesis, Malmö universitet, Malmö högskola, Institutionen för barndom, utbildning och samhälle (BUS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42220.
Full textMunezane, Yoko. "A Structural Equation Model and Intervention Study of Individual Differences, Willingness to Communicate, and L2 Use in an EFL Classroom." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/290534.
Full textEd.D.
In this study I investigated foreign language learners' Willingness to Communicate, frequency of L2 communication, and eight individual difference variables hypothesized to influence them: L2 learning anxiety, L2 learning motivation, integrativeness, international posture, ought-to L2 self, ideal L2 self, L2 linguistic self-confidence, and valuing of global English. Based on the concept of possible selves (Markus & Nurius, 1986), Dörnyei (2005) proposed the concept of the ideal L2 self: an idealized self-image involving future linguistic proficiency and professional success through mastery of an L2. In this study, Dörnyei's (2005) hypothesis that Willingness to Communicate is primarily determined by linguistic self-confidence and the ideal L2 self is tested using a structural equation model. A second purpose of this study, tested by comparing alternative structural equation models, was to confirm whether students' self-reported Willingness to Communicate best predicts foreign language use in the classroom. In addition, gender differences in L2 WTC and the ideal L2 self, and the effects of visualization and goal-setting activities on the enhancement of Willingness to Communicate were investigated using multivariate statistical techniques. A total of 662 Japanese university students participated in the study, 373 as core participants and 289 for cross validation. A model was hypothesized based on the WTC model (MacIntyre, 1994), the socioeducational model (Gardner, 1985), and the concept of the L2 Motivational Self System (Dörnyei, 2005), and tested using questionnaire data collected at the beginning of the university semester. The hypothesized model showed marginal fit to the data (CFI = .902, RMSEA = .081). The path from ideal L2 self to L2 WTC, tested for the first time in this study, was the most substantial predictor of L2 WTC in the model with a path weight of .51. It was also confirmed that self-reported estimates of WTC directly predicted observed L2 use in the classroom, while Motivation and Ideal L2 Self did not. A model specifying a direct path from WTC to L2 Use and indirect paths via WTC for Motivation and Ideal L2 Self showed good fit to the data (CFI = .962; RMSEA = .083). Regarding gender differences, female participants scored higher than males in both L2 WTC and Ideal L2 Self. Concerning whether L2 WTC can be enhanced by classroom tasks such as visualization and goal-setting, the results suggested that the visualization treatment alone was not effective in enhancing learners' L2 WTC over the non-treatment group. The increase in learners' L2 WTC was significantly greater for the When visualization and goal-setting group compared with the visualization group and the non-treatment group. The first implication of this study is that considering the strong impact of ideal L2 self on L2 WTC, there is significant potential for enhancing L2 WTC by applying motivational strategies that enhance or develop second language learners' ideal L2 self. Second, considering the importance of L2 output for developing communicative proficiency, the finding that self-reported L2 WTC predicted actual L2 use in the classroom lends additional credence to such motivational approaches. That finding also supports the validity of other studies that have relied on self-report for measures of L2 WTC. A third implication is that because females generally exhibited higher measures for L2 WTC and Ideal L2 Self, gender diversity is preferable to promote active classroom communication. Finally, for researchers and practitioners interested in designing activities to enhance learners' L2 WTC, connecting the proximal goals in the class to future distal goals (Miller & Brickman, 2004) could be an important aspect for the success of the activities).
Temple University--Theses
Kizil, Fatima. "Using Swedish in the ESL Classroom : An interview study about students and teachers use of Swedish in the ESL classroom." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27127.
Full textLynch, Michael Patrick. "Target language use in Modern Language classrooms : perception and change among newly qualified teachers in Scotland." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/20424.
Full textWaer, Hanan Hasan Eid. "Why that language, in that context, right now? : the use of the L1 in L2 classroom interaction in an Egyptian setting." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1343.
Full textBooks on the topic "Language use in the L2 classroom"
Kidd, Joshua Alexander. Face and enactment of identities in the L2 classroom. Bristol: Multilingual Matters, 2016.
Find full textWitte, Arnd. Blending spaces: Mediating and assessing intercultural competence in the L2 classroom. Boston: De Gruyter Mouton, 2014.
Find full textFuchs, Marjorie. Grammar express: For self-study and classroom use. White Plains, N.Y: Longman, 2001.
Find full textO'Dell, Felicity. English idioms in use: Advanced ; 60 units of vocabulary reference and practice ; self-study and classroom use. Stuttgart]: Klett Sprachen [Vertrieb, 2010.
Find full textDay, Jeremy. International legal English: A course for classroom or self-study use. Cambridge: Cambridge University Press, 2006.
Find full textAccent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test. Frankfurt am Main: Peter Lang, 2011.
Find full textDay, Jeremy. International legal English: A course for classroom or self-study use : Teacher's book. 2nd ed. Cambridge: Cambridge University Press, 2011.
Find full textJones, Erlenbusch Sue, ed. Ready-to-use reading activities for the elementary classroom. West Nyack, N.Y: Center for Applied Research in Education, 2000.
Find full text201 ready-to-use word games for the English classroom. West Nyack, N.Y: Center for Applied Research in Education, 1994.
Find full textInc, Classroom Connect, ed. Web guide: Language arts : teacher-selected Internet resources, with ideas for classroom use. [El Segundo, Calif.?]: Classroom Connect, 1999.
Find full textBook chapters on the topic "Language use in the L2 classroom"
Hazel, Spencer, and Johannes Wagner. "L2 and L3 Integrated Learning: Lingua Franca Use in Learning an Additional Language in the Classroom." In International Perspectives on ELT Classroom Interaction, 149–67. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137340733_9.
Full textDu, Yi. "The L1 in L2 Learning and Teaching." In The Use of First and Second Language in Chinese University EFL Classrooms, 15–44. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_2.
Full textDiPietro, Robert J. "Interactive Discourse in the L2 Classroom." In Learning, Keeping and Using Language, 419–32. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.28dip.
Full textFilipović, Luna, and Ivana Vidaković. "14. Typology in the L2 classroom." In Cognitive Processing in Second Language Acquisition, 269–92. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/celcr.13.19fil.
Full textWalsh, Steve, and Olcay Sert. "Mediating L2 Learning Through Classroom Interaction." In Second Handbook of English Language Teaching, 1–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_35-1.
Full textWalsh, Steve, and Olcay Sert. "Mediating L2 Learning Through Classroom Interaction." In Second Handbook of English Language Teaching, 737–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_35.
Full textBoers, Frank, and Seth Lindstromberg. "Selecting Chunks for the L2 Classroom." In Optimizing a Lexical Approach to Instructed Second Language Acquisition, 55–78. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245006_4.
Full textNingsih, Dwi Putri, and Sonya Puspasari Suganda. "Integrating digital teaching package for the German language classroom." In Post Pandemic L2 Pedagogy, 121–27. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-20.
Full textRenandya, Willy A., and George M. Jacobs. "Extensive Reading and Listening in the L2 Classroom." In English Language Teaching Today, 97–110. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_8.
Full textChang, Anna C. S. "Teaching L2 Listening: In and Outside the Classroom." In English Language Teaching Today, 111–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_9.
Full textConference papers on the topic "Language use in the L2 classroom"
Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.
Full textPagel, James W., Stephen Lambacher, Hisayo Kikuchi, and Sachiho Mori. "Student and instructor attitudes toward CALL and MALL in the L2 classroom." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8108.
Full textRuiz-Perez, Sergio, and Gema Lopez-Hevia. "¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13003.
Full textWood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.
Full textVelickovic, Marta, and Jelena Danilović-Jeremić. "STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.457v.
Full textLerga, Rebeka, Sanja Candrlic, and Martina Holenko Dlab. "The use of ICT in the English language classroom." In 2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2017. http://dx.doi.org/10.23919/mipro.2017.7973537.
Full textMiaschi, Alessio, Sam Davidson, Dominique Brunato, Felice Dell’Orletta, Kenji Sagae, Claudia Helena Sanchez-Gutierrez, and Giulia Venturi. "Tracking the Evolution of Written Language Competence in L2 Spanish Learners." In Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.bea-1.9.
Full textPiniel, Katalin, and Agnes Albert. "L2 motivation and self-efficacy’s link to language learners’ flow and antiflow experiences in the classroom." In University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.4.
Full text"The Use of Glogster in English as a Second Language Classroom." In March 14-16, 2019 Paris (France). Eminent Association of Pioneers, 2019. http://dx.doi.org/10.17758/eares5.eap0319405.
Full textHerlianawati, Atik, Lies Lestari, and Mr Suwono. "Learning English through the Use of Classroom Language in Community Service." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.16.
Full textReports on the topic "Language use in the L2 classroom"
Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2310.
Full textHuber, Jeanine. The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6905.
Full textArmas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
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