3. Codeswitching in Two Japanese Contexts

Humphries, Simon; Stroupe, Richmond

doi:10.21832/9781783090914-007

Cited by 4 publications

(5 citation statements)

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“…Secondly, they used Nepali when they lacked vocabulary and structures in the TL and, in agreement with Chaudhery (2012), for ease of communication with peers while involved in group activities. They also used L1 to transfer information to their peers, in agreement with Olmendo's (2003) and Humphries and Stroupe (2014) findings. They also switched to Nepali when they were not able to pronounce particular sounds.…”

Section: Discussionsupporting

confidence: 82%

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Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives

Sah

2018

J NELTA

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While challenging the widely held belief that students in English as a foreign language (EFL) classroom prefer their teachers not use the first language (L1), the study examined attitudes of university teachers and students towards using L1 and reasons for giving up on English and reverting to Nepali in English-medium lessons. Drawing on a mixed-method study that used survey questionnaire (N= 50) and interviews (N=15), the researcher identified a number of classroom speech acts that are performed by teachers' and students' in their L1. The findings revealed that both teachers and students had a positive attitude towards using L1; however, they held the belief that the overuse of L1 may impede language learning. Although the teachers seemed to discourage the use of Nepali (L1) in lessons aimed at developing learners' communicative competence, they used Nepali to help learners comprehend complex concepts of grammar and lexis. Although the excessive use of Nepali was seemingly associated with teachers' lack of communicative competence and creativity in delivering EFL lessons, students preferred their teachers to use the L1.

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Section: Discussionsupporting

confidence: 82%

“…The choice for code-switching is largely linked to increased comprehension for knowledge transformation, which also aligns with Humphries and Stroupe (2014).…”

Section: Discussionmentioning

confidence: 85%

Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives

Sah

2018

J NELTA

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“…While many studies related to L1 use has focused on the frequency of L1 used in the classrooms and its effects on or efficacy in teaching and learning the L2, other studies have investigated instructors' perceptions of the L1 use and how L1 and L2 were used (Polio & Duff, 1994); self-evaluated how the instructor actually used L1 and identified motivations and reasons underlying her own L1 use (Edstrom, 2006); and explored the culture of learning in relation to codeswitching and instructor's language use (Hobbs et al 2009). Several studies have explored instructors' attitudes and motivation for codeswitching and language choices (Canh & Hamied, 2014;Humphries & Stroupe, 2014;Littlewood and Yu, 2010). Other scholars have analyzed classroom discourse to better understand code choice (Levine, 2011) and the L1 impact on social interactions (Sert, 2015) in the language classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

2024

SEACE Official Conference Proceedings

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This practitioner research in education paper is based on the experiences of two English language educators taking part in a collaborative online international learning project, otherwise known as COIL. Synchronous and asynchronous teaching methods were used for English language learners to meet and work with students from other countries. The collaboration took place virtually between two institutions of higher education, located on different sides of the globe, namely Mexico and Singapore. Students met to work in groups on a project, in an authentic situation to practice the target language. The experience provided students with intercultural and transnational learning through interaction, collaboration and taking ownership of their learning. With little or no experience of taking part in COIL projects, the practitioners investigated three key questions: 1. What are the benefits to students of taking part in international collaboration? 2. What are the challenges of such a project? 3. How do students cope with misunderstandings resulting from cultural and ethnic differences? Data was collected through the analysis of written online learning logs using thematic coding to create a survey given to participating students at the end of the project. The benefits, as well as the challenges, are considered followed by recommendations based on first-hand experiences and reflections to offer a practical reference for colleagues and educators who may wish to explore the feasibility of taking part in such a project.

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“…D. Liu et al (2004) analysed the recorded 50-minute lessons delivered by 13 Korean high-school teachers of English from three different cities in South Korea and found that their use of L1 as a proportion of the total number of words spoken ranged from only 10% (in a 'model lesson' intended to demonstrate English teaching skills) to as much as 90%, with an average of 40%. Humphries and Stroupe (2014) reported that two Japanese EFL lecturers employed 90% and 72% of time of their teacher talk in the L1 during their respective EFL lesson of a grade 11 class in a community college in Japan. Tayjasanant and Robinson (2014) studied four EFL lessons delivered by two Thai instructors to non-English majors of a university in Thailand, and found that one instructor spent 80.3% of time of her teacher talk in the L1, while another used the L1 32.7% of time in her teacher talk.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceived-target-language-use survey in the English classrooms in China: investigation of classroom-related and institutional factors

Yan

Fung

Liu

et al. 2015

Journal of Multilingual and Multicultural Development

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2015): Perceivedtarget-language-use survey in the English classrooms in China: investigation of classroomrelated and institutional factors, Journal of Multilingual and Multicultural Development,This quantitative study investigated the extent and contexts of target language (TL) use in English language classrooms. Participants were 2906 students from seven secondary schools and four universities in the more developed cities in southern China. They were put into five groups according to their educational stage and whether their content subjects were taught in the TL. A 5-point interval scale was used in the questionnaire to elicit responses about the amount of TL use. The mean percentages of TL use reported by different groups were compared using t-test or one-way analysis of variance (ANOVA). How classroom-related factors and institutional factors associated with the amount of TL use in the English-as-a-foreign-language (EFL) classrooms were analysed. Findings include: (1) the amount of TL use dropped significantly from the junior secondary level to the senior secondary level, during which more concerns were given to prepare students for the university entrance exam, (2) a significantly smaller amount of TL use was reported in less well-resourced secondary schools and (3) a significantly larger amount of TL use was reported in the secondary schools and universities if the TL was also used as the medium of instruction for content subjects. Findings have implications for language teaching policy and practice.

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3. Codeswitching in Two Japanese Contexts

Cited by 4 publications

References 0 publications

Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives

Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

Perceived-target-language-use survey in the English classrooms in China: investigation of classroom-related and institutional factors

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