Inviting students to use their L1 in the EFL classroom
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概要
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What is the role of the first language (L1) in the second language (L2) classroom？ Until recently, many teachers of English as a Foreign Language (EFL) had assumed that the English-only approach was the ideal language-learning environment. Current research, however, is finding significant benefits to judicious use of the L1 in the L2 classroom, particularly at lower levels of L2 proficiency (Tang, 2002; Schweers, 1999). This research addresses how teachers can promote L2 learning by "inviting" their students to use the L1. The focus is on the amount of time teachers give students for L1-use, the frequency of functions of L1-use and whether teacher invited student use of the L1 relates to student L2 proficiency. Results indicate that teachers are inviting or encouraging Li-use in certain instances and that teachers choose when and where to allow student use of the L1, depending on L2 proficiency levels. This study supports the notion that in a modern, student-centred EFL classroom, teachers should allow some L1-use. (和文） 最近まで、多くのEFL教師は、英語のみで授業を行うことこそが言語学習にとって理想であると考えていた。しかし、最新の研究では、第二言語(L2)教育の場における第一言語(L1)の正しい使用が、有益であると証明されつつある (Tang, 2002, Schweers, 1999)。本研究では、教師が生徒のL1使用を「促す」ことによってどのようにL2学習を促進できるかということに着目した。中でも、教師がL1をどの程度の時間生徒に使用させるか、機能としてのL1使用の頻度、及び教師が生徒にL1の使用を促すことが生徒のL2習得と関係しているか否かという点に焦点をあてている。結果が示したのは、教師がある一定の場合においては、L1の使用を奨励あるいは許可していること、そして、教師がいつ・どの場面で生徒のL1使用を許可するかは生徒のL2のレベルによるということである。
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