L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the students’ L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues—rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

In recent decades more and more tertiary institutions around the world have adopted some sort of English proficiency exit requirements. This study explores, from students' perspectives, what washback effects have been brought about by such exit requirements. Extensive questionnaire and interview data were collected from 737 students from 8 tertiary institutions with English proficiency exit requirements and 678 students from 9 institutions without. Results suggest minor differences between the two groups of students in terms of their motivation to learn English, how they prepared for tests, and the time they reputed devoted to their English studies. Implications and directions for further research are suggested.

GEPT: The General English Proficiency Test was developed in 1999, commissioned by the Ministry of Education in Taiwan.Test purpose: To provide individuals with a gauge of their English language proficiency and assist employers and educational institutions in selection and placement. Also, to encourage the study of English and to enhance people's English proficiency in Taiwan.Length and administration: Test duration ranges from 1 hour 45 minutes at the Elementary level to 3 hours 50 minutes at the Superior level. All four levels below superior (Elementary, Intermediate, HighIntermediate, Advanced) are administered in two stages, with receptive skills tested first, and productive skills only assessed if test takers pass the receptive part. 1 Tests for the three lower levels are administered twice a year, the Advanced level is tested once a year, and the Superior level is only tested on request by a sponsoring institution. The Elementary and Intermediate levels are administered at 18 locations throughout Taiwan, the High-Intermediate level in eight locations, and the Advanced level in two locations (Taipei only for the second stage).

No abstract

Background: This study investigates the social impact of a policy requiring university graduates to pass an English proficiency test by examining the consequences of test use in the workplace in Taiwan.Methods: Interviews were conducted with 19 business people in charge of recruiting potential employees in 17 industries across Taiwan. All these 19 employers hired the gratudes from a technological university in southern Taiwan. These interviews sought to discover the importance of English certification as an element of job hunting,the opinions of businesses regarding various certification tests, and their attitudes towards the exit requirement. Results and conclusions:Findings indicate that although these employers were favorably disposed towards this policy, only 13 % of them required English certificates as a hiring criterion. Another finding was that 53 % of employers regarded the certificates as evidence that applicants who possessed them were diligent and likely to be hard-working employees. These informants interpreted tests differently from testers, focusing on cultural notions of what personal qualities tests highlight rather than on language ability. Due to this and other factors, the impact of the test remained weak.