Log in

Relevant bibliographies by topics / Language use in the L2 classroom

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Language use in the L2 classroom'

Author: Grafiati

Published: 24 June 2021

Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Language use in the L2 classroom.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Language use in the L2 classroom"

1

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 text

Abstract:

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

APA, Harvard, Vancouver, ISO, and other styles

2

Abid, 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 text

Abstract:

The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output.

APA, Harvard, Vancouver, ISO, and other styles

3

Almoayidi, 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 text

Abstract:

This paper aims to uncover the hidden debate about the efficacy and inefficacy of using mother tongue in second language classroom. Teaching English as a second language is not an easy task to be undertaken. There are many approaches that postulate the optimal strategy for better teaching. As such, numerous researchers in the fields of language teaching and learning hold a belief that the use of L1 in L2 classrooms helps to facilitate learning. However, a significant number of researchers contend that the use of L1 in L2 classroom hinders learning and deprives learners from the exposure to the second language. As such, this paper tries to shed light on both views and to give evidence that using L1 in L2 classroom has a negative impact on L2 learners.

APA, Harvard, Vancouver, ISO, and other styles

4

Thoai, 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 text

Abstract:

Mastering formulaic language is said to be crucially important in second language (L2) learning as it showcases the L2 user’s different levels of competency: linguistic, psycholinguistic, and communicative. Frequent use of these formulaic sequences also makes an L2 speaker sound more native–like. In a language teaching and learning context where English is a foreign language (EFL), the language teacher is the one major resource of spoken language exposure. Therefore, the quality of teacher’s instructions in an EFL classroom clearly has effects on the learner’s language learning process. Mercer (2001) puts it, “[a]ll […] aspects of teacher’s responsibility are reflected in their use of language as the principal tool of their responsibilities” (p. 243). A great deal of research has been devoted to L2 learners and the acquisition of formulaic language, and classroom interaction, but very little attention has been paid to teachers’ use of formulaic sequences in their classrooms. This paper presents a descriptive study with analytical discussion of extracts from four video–recorded lessons conducted by school teachers in different South–east Asian countries. This small-scale study attempts to explore to what extent non–native EFL teachers are familiar with and use formulaic language during class time.

APA, Harvard, Vancouver, ISO, and other styles

5

Wilden, 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 text

Abstract:

This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.

APA, Harvard, Vancouver, ISO, and other styles

6

Alrabah, 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 text

Abstract:

<p>This study investigated English teachers' use of learners' L1 (Arabic) in college classrooms in Kuwait. The purpose of the study was three-fold: (1) to describe the functions for which L1 was employed by the teachers, (2) to explore the affective, sociolinguistic, and psycholinguistic factors that may have led teachers to use L1 in L2 teaching, and (3) to measure the teachers’ attitudes toward using L1 in teaching English as a foreign language (EFL). 60 EFL teachers at the Language Center in a college in Kuwait agreed to participate in the study. Data collection methods included recorded interviews and a grounded survey that was derived from the data of the interviews. Data analysis methods utilized Ethnograph 6.0, a software program, in order to search for common patterns of L1 use in the teachers’ interviews. Analysis of the survey utilized the Microsoft Excel Software Program to generate the means, percentages, and standard deviations for each of the survey items. The survey results indicated that the teachers used L1 in L2 classrooms as a teaching tool and for classroom management. The participating teachers also indicated that affective, sociolinguistic, and psycholinguistic factors have contributed to their L1 use in L2 teaching. However, the results also showed that the participating teachers exhibited mostly negative attitudes toward L1 use in L2 teaching. This contradiction between classroom practice and attitudes entailed implications for language teacher education programs to better equip EFL bound graduates with appropriate teaching strategies and classroom techniques to use L1 in appropriate ways in the EFL classroom.</p>

APA, Harvard, Vancouver, ISO, and other styles

7

Szabo, 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 text

Abstract:

The aim of this article is to raise awareness in L2 education about the relationship between second-language learners' linguistic choices in the L2 and their identities. The author reviews empirical research and language-learning narratives that show that L2 learners may purposely use nonstandard L2 forms. Using a poststructuralist framework to conceptualize identity, the author argues that these second-language learners use nonstandard language in the L2 in order to create positive identities, and in some cases to resist social inequalities, in the L2 community. The implications of this research for second-language teachers are discussed and suggestions for classroom practice are offered.

APA, Harvard, Vancouver, ISO, and other styles

8

Munezane, 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 text

Abstract:

Willingness to Communicate (WTC), the most immediate antecedent of actual communication behavior in an L2, is widely believed to facilitate the acquisition of the target language. Higher WTC is generally associated with higher L2 use (MacIntyre, Clément, Dörnyei & Noels 1998), though it has not been empirically tested. This article reports on an attempt to fill this gap by investigating to what degree learners’ self-reported L2 WTC predicts actual L2 use in the classroom. A group of 372 Japanese university EFL learners majoring in science and human arts subjects participated in the study. Students’ oral performance data were collected three times during the group discussions in one academic semester. The number of words each student produced during each discussion was counted. The results of structural equation modelling analyses suggested that self-reported L2 WTC predicted actual L2 use in the classroom. Second, gender differences in L2 use in the language classroom has not been empirically explored in the quantitative studies, therefore, whether L2 WTC would predict observed L2 use equally among males and females, and whether males and females produce equal amount of L2 in the classroom will be explored. Implications of the research findings will be discussed.

APA, Harvard, Vancouver, ISO, and other styles

9

Tsagari, 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 text

Abstract:

AbstractThe present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

APA, Harvard, Vancouver, ISO, and other styles

10

Bourgoin, 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 text

Abstract:

Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Language use in the L2 classroom"

1

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 text

APA, Harvard, Vancouver, ISO, and other styles

2

Rosenquist, 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 text

Abstract:

A consistent use of the target language during English lessons is beneficial for pupils’ linguistic development, but also challenging for both teachers and pupils. The main purpose for pupils to learn English is to be able to use it in communication, which requires that they develop the ability to comprehend input, produce output and use language strategies. Several researchers claim that a consistent use of the target language is necessary in order to develop these abilities. Therefore, the aim of this study is to examine the target language use during English lessons in Swedish grades 4-6, and what pupils’ opinions regarding target language use are. The methods used to collect data consisted of a pupil questionnaire with 42 respondents and an observation of two teachers’ English lessons during a week’s time. The results from the observations show that the teachers use plenty of target language during lessons, but the first language as well to explain things that pupils might experience difficult to understand otherwise. The results from the questionnaire mainly show that the pupils seem to enjoy English and like to both speak and hear the target language during lessons. The main input comes from listening to a CD with dialogues and exercises in the textbook and the workbook, and from the teacher speaking. The results also show that a majority of the pupils use the target language in their spare time. A conclusion that can be drawn from this study is that the TL should be used to a large extent in order to support pupils’ linguistic development. However, teachers may sometimes need to use L1 in order to facilitate understanding of the things that many pupils find difficult, for example grammar. Suggestions for further research in this area include similar studies conducted on a larger scale.

Engelska

APA, Harvard, Vancouver, ISO, and other styles

3

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 text

Abstract:

Even though English is a subject where Swedish pupils do well compared to pupils in other countries, research indicates that pupils are not always motivated to learn in the English classroom. Therefore, the aim of this study is to find research relating to the use of the target language in classrooms for pupils at the upper elementary level, particularly language learners in Sweden. The focus of this thesis is to find out what benefits and challenges accompany the use of the target language during English lessons, as well as what pupils’ opinions are on the consistent use of the target language in the classroom. This literature review of five research articles shows that it is beneficial for pupils’ language development to have lessons where mainly the target language is used. It is for example beneficial for pupils’ ability to speak, their pronunciation, vocabulary and ability to use language strategies. The results show that there are challenges as well, especially for the teachers, since use of the target language presumes that the teacher has good language skills and is capable of scaffolding each pupil at their individual level and in their zone of proximal development. Furthermore, there are challenges like differences in pupils’ skill level, creating tasks that both motivate and stimulate, and creating a safe learning environment. Even though the results in this thesis are limited, it is still obvious that it is an important area, where more research is necessary in order to assist teachers in how to teach English as effectively as possible.

Engelska

APA, Harvard, Vancouver, ISO, and other styles

4

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 text

APA, Harvard, Vancouver, ISO, and other styles

5

Brodén, 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 text

Abstract:

The purpose of this study is to find out whether pupils English language learning benefits from using Swedish during the English lessons. I decided to collect my material from interviews in combination with classroom observations. I chose to start with the observation of the class and the teacher during one lesson before I did my interview. It is difficult to draw any conclusions of this with only the two schools I visited. If I were to do it again I would have chosen two schools that both start teaching English at the same age and devote the same amount of time each week to learning English. I did not discover any findings to support my theory that it would be beneficial to exclude Swedish during English lessons, nor did I find the opposite. The teachers from the observations felt it was necessary to use Swedish during the English lessons with the argument that it helped them learn Swedish better. Since that was not exactly my question I felt that my findings were inconclusive.

APA, Harvard, Vancouver, ISO, and other styles

6

Johansson, 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 text

Abstract:

Abstract It has been claimed that teachers who possess a low level of self-efficacy may impede the learning process for students. When teachers do not possess a high self-efficacy, they may not believe strongly in their own ability to teach, which could in turn lead to unmotivated students in the second language classroom. The purpose of this research is to examine in what way the self-efficacy of Swedish L2 teachers of English influences their way of teaching in the second language classroom both in terms of how it affects their approach to teaching and how it affects the strategies and methods they choose touse in the classroom to strengthen their own students’ self-efficacy. The study uses a qualitative research method. Data was collected through questionnaires, classroom observations and follow-up questionnaires with five English teachers in Southern Sweden. Findings of the study suggest that teachers' with a high level of self-efficacy more positively influence their teaching approach than those who possess a low level of self-efficacy, which can impede their way of teaching. It was also found that the strategies teachers found useful for improving students’ self-efficacy were: language use, scaffolding and group work. This result could be important for further theoretical and pedagogical research for all in an educational position.

APA, Harvard, Vancouver, ISO, and other styles

7

Munezane, 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 text

Abstract:

Teaching & Learning
Ed.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

APA, Harvard, Vancouver, ISO, and other styles

8

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 text

Abstract:

The aim of this empirical study is to investigate the role of the L1 (Swedish for the purpose of this study) at upper secondary schools in Sweden, in English class. It also examines teachers’ and students’ attitudes towards the use of the L1 in the ESL classroom. The method that has been used for this thesis is a qualitative research method. In order to collect data, structured open-ended interviews were conducted. A total of eleven upper secondary students from the same school, and six upper secondary ESL teachers from four different schools, participated in this study. The results show that almost all of the participating students and teachers think that the L1 should be allowed in the classroom, as it can be used as a resource for learning. For instance, as the results demonstrate, the L1 was mainly used as a tool to clarify instructions, explain difficult terms, explain vocabulary and grammar rules, when translating, to manage discipline, and when they are socializing with each other. The majority of the participants suggest that the L1 worked as a very helpful tool in the learning process, especially in situations where students lacked understanding. However, there were also critical responses towards the use of the L1, particularly since the L1 can be easily overused. Previous research shares these latter views regarding the use of the L1 in the classroom, and confirms that it is important that learners are exposed to as much English as possible for successful language learning and development.

APA, Harvard, Vancouver, ISO, and other styles

9

Lynch, 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 text

Abstract:

In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek to answer the questions “In what different ways do student teachers of modern languages use the target language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and “In what way(s), if any, do newly qualified teachers of modern languages change teaching pedagogy in their initial stages of teaching in relation to the use of the target language and what reasons do they give for any changes they make?”. The issue arises because of the continuing gap between what initial teacher education (ITE) advocates in respect of L2 use and what qualified teachers say they do, in so far as there is evidence in this area. There is little empirical evidence relating to how and why MFL NQTs develop the practices and perceptions of qualified teachers. Data was gathered through an online questionnaire issued to all modern languages teachers in Scotland and semi-structured interviews were conducted with a small group of PGDE (Secondary) Modern Languages students at the end of their PGDE year and at the end of their first year of teaching as NQTs. Audio-recordings of the NQTs were also made during this first year of teaching. Data from the four sources were analysed using an inductive approach, remaining flexible in terms of extending, modifying and discarding categories. The findings revealed that the NQTs used considerably less target language during their NQT year and had changed their views on the target language substantially since their PGDE year. They reported that they found it difficult to use L2 for discipline, grammar teaching, explaining things and for social chat. At the same time there were huge changes in their practice and big changes in their views vis-à-vis L2 use. Significantly, the data revealed that these changes in practice and views happened very quickly, were a lot starker and occurred a lot faster than previously thought. This situation seems to have many causes – influences from experienced colleagues, survival tactics, how teachers develop their own pedagogy and identity as teachers. This thesis recommends that those involved in ITE and Career Long Professional Learning look particularly at the two areas of situated learning and teacher cognition in relation to the use of the target language. It further recommends collaborative research between teachers in schools and other agencies, such as Education Scotland and local authority quality improvement officers, together with teacher educators to develop an understanding of how to promote effective learning and teaching strategies in relation to the use of the target language in class.

APA, Harvard, Vancouver, ISO, and other styles

10

Waer, 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 text

Abstract:

This thesis explores the relationship between the use of the L1 and L2 in different classroom contexts. The aim of the study was to investigate the use of the L1 within the overall interactional organisation of L2 classroom discourse using a combination of CA sequential analysis and a CL approach. The data for this study consist of 27 video-recorded hours of classroom interaction from primary to university classes. It is argued that a CA context-based approach to the use of the L1 may be more suitable for depicting the variations in L2 classroom interaction than an overall description of the functions within the lesson as a whole that does not take into account the different contexts that can occur within a single lesson. Following Seedhouse’s (2004 p. 207) concept of L2 classroom context as “the instantiation of a particular pedagogic focus and a particular organization of interaction”, the study looks at how the L1 and the L2 are used in each context. The organisation of turn-taking and repair within each context is illustrated using classroom transcripts. The argument is developed using the emic sequential analysis of CA and adapting the classic CA question: “why that language, in that context, right now?” The functions of L1 use by both teachers and learners are identified using an adapted version of Ferguson’s (2003) system of categorisation. Some of the identified functions are similar to those found in previous studies, while new ones are also identified. The functions are located within the different contexts with the help of CL. It was found that at the macro context level some functions are pertinent to a specific context and that those functions are appropriate to the pedagogical focus of the context in which they operate. Moreover, some other functions behave differently in different contexts. At the micro-interaction level, two distinct uses of the L1 were identified: background and foreground uses of the L1. The study concludes that the use of the L1 can facilitate L2 classroom interaction and that a combination of CA and CL could provide a more complete understanding of L2 classroom discourse. It is also recommended that managing language alternation in the L2 classroom could be incorporated as a component of classroom interactional competence (Walsh 2006).

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Language use in the L2 classroom"

1

Kidd, Joshua Alexander. Face and enactment of identities in the L2 classroom. Bristol: Multilingual Matters, 2016.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Witte, Arnd. Blending spaces: Mediating and assessing intercultural competence in the L2 classroom. Boston: De Gruyter Mouton, 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Fuchs, Marjorie. Grammar express: For self-study and classroom use. White Plains, N.Y: Longman, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

O'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 text

APA, Harvard, Vancouver, ISO, and other styles

5

Day, Jeremy. International legal English: A course for classroom or self-study use. Cambridge: Cambridge University Press, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Accent 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 text

APA, Harvard, Vancouver, ISO, and other styles

7

Day, Jeremy. International legal English: A course for classroom or self-study use : Teacher's book. 2nd ed. Cambridge: Cambridge University Press, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Jones, 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 text

APA, Harvard, Vancouver, ISO, and other styles

9

201 ready-to-use word games for the English classroom. West Nyack, N.Y: Center for Applied Research in Education, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Inc, Classroom Connect, ed. Web guide: Language arts : teacher-selected Internet resources, with ideas for classroom use. [El Segundo, Calif.?]: Classroom Connect, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Language use in the L2 classroom"

1

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 text

APA, Harvard, Vancouver, ISO, and other styles

2

Du, 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 text

APA, Harvard, Vancouver, ISO, and other styles

3

DiPietro, 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 text

APA, Harvard, Vancouver, ISO, and other styles

4

Filipović, 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 text

APA, Harvard, Vancouver, ISO, and other styles

5

Walsh, 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 text

APA, Harvard, Vancouver, ISO, and other styles

6

Walsh, 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 text

APA, Harvard, Vancouver, ISO, and other styles

7

Boers, 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 text

APA, Harvard, Vancouver, ISO, and other styles

8

Ningsih, 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 text

APA, Harvard, Vancouver, ISO, and other styles

9

Renandya, 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 text

APA, Harvard, Vancouver, ISO, and other styles

10

Chang, 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 text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Language use in the L2 classroom"

1

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 text

Abstract:

In second language teaching and learning the building of trust relationships and the creation of a mutually supportive atmosphere can be fundamental: It is well recognized that affective concerns, such as anxiety and communication apprehension, are more salient in the language classroom (Hernández & Rankin, 2015). Practitioners have long been aware of the importance of reducing learner anxiety and one way that has been shown to be effective is motivation (Gardner, 1985). This paper will consider how the use of the smart personal response system Socrative can help address learner anxiety, foster motivation and encourage participation. It will examine theoretical approaches to foreign language anxiety, as well as reviewing motivational factors in language learning. It will also present qualitative evaluations of using Socrative in the third-level language classroom in both small and larger group settings. The introduction of Socrative has thus far yielded encouraging results, increasing student engagement, promoting interaction, L2 production and more effective learning, alongside a more comprehensive evaluation of student understanding and knowledge retention. As regards its effectiveness in addressing FLA, initial qualitative results suggest that it can be an effective tool in helping to foster a mutually supportive identity and a low-anxiety atmosphere in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

2

Pagel, 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 text

Abstract:

As part of an ongoing study focusing on language learner and instructor attitudes toward the use of computers and mobile devices in second language (L2) learning contexts, the authors attempt to identify to what degree language instructors value the use of computers and mobile devices in their teaching. We compare the responses of a survey administered to an “in-house” group of instructors within two faculties of a private university in Tokyo, Japan, with the responses collected from a similar survey administered to instructors solicited through various CALL organizations. The number of respondents of the “in-house” survey during the first three years was relatively low; however, in the final year was considerably much higher, with the number from both full-time and part-time staff totaling 34. The total number of survey respondents from the CALL organizations totaled 121, with the participants’ places of employment ranging from Europe to the Asia Pacific Rim. In addition to offering an interpretation of a sampling of the Likert scale items found on the surveys, the authors focus on comparing the responses offered by both groups of instructors regarding which skills they focused on in the CALL classroom, as well as what mobile applications they encouraged their students to use.

APA, Harvard, Vancouver, ISO, and other styles

3

Ruiz-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 text

Abstract:

In the past decade, the second language acquisition (SLA) field has challenged the understanding of bi/multilingual speakers and even second language (L2) learners (Valdés, 2005). This multilingual reconception has brought the use of translingual practices to the forefront of the SLA discussion. Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García & Wei, 2014). Discussions of specific pedagogical applications of translingualism have remained limited and have been regarded as speculative (Gervers, 2018; Matsuda, 2014). It is still unclear how such pedagogies would address the diverse needs of bi/multilingual student writers. Based on the need to further understand the use of translanguaging in the classroom, the present article explores the translingual practices and attitudes of students in a Spanish undergraduate writing class that permitted flexible use of translanguaging. Results from surveys and interviews suggest that students can better focus on the message they want to convey without linguistic pressure. Additionally, pairing students for collaborative writing enhances their overall drafting development.

APA, Harvard, Vancouver, ISO, and other styles

4

Wood, 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 text

Abstract:

This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.

APA, Harvard, Vancouver, ISO, and other styles

5

Velickovic, 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 text

Abstract:

The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.

APA, Harvard, Vancouver, ISO, and other styles

6

Lerga, 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 text

APA, Harvard, Vancouver, ISO, and other styles

7

Miaschi, 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 text

APA, Harvard, Vancouver, ISO, and other styles

8

Piniel, 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

APA, Harvard, Vancouver, ISO, and other styles

9

"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 text

APA, Harvard, Vancouver, ISO, and other styles

10

Herlianawati, 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 text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Language use in the L2 classroom"

1

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 text

APA, Harvard, Vancouver, ISO, and other styles

2

Huber, 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 text

APA, Harvard, Vancouver, ISO, and other styles

3

Armas, 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.

Full text

Abstract:

Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!