The Use of Persian in the EFL Classroom--The Case of English Teaching and Learning at Pre-University Level in Iran

Autor/inn/en	Mahmoudi, Leila; Amirkhiz, Seyed Yasin Yazdi
Titel	The Use of Persian in the EFL Classroom--The Case of English Teaching and Learning at Pre-University Level in Iran
Quelle	In: English Language Teaching, 4 (2011) 1, S.135-140 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Indo European Languages; English (Second Language); Second Language Instruction; High School Students; Secondary School Teachers; Observation; Video Technology; Teacher Attitudes; Student Attitudes; Language Usage; Interviews; Student Motivation; Teaching Methods; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Beobachtung; Lehrerverhalten; Schülerverhalten; Sprachgebrauch; Interviewing; Interviewtechnik; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Inspired by the rise of Communicative Language Teaching, some scholars have vehemently rejected any use of L1 in L2 learning classes (e.g., Atkinson, 1987) while others have advocated the use of L1 as an efficient tool to facilitate communication (e.g., Nation, 2003). However, caution has been raised against the excessive use of L1 (Nation, 2001). This study was conducted to observe classroom dynamics in terms of the quantity of use of L1 in two randomly-selected pre-university English classes in Ahvaz, Iran. The objective was to seek both students and teachers' perceptions and attitudes towards the use of L1 in L2 classes. The classes were observed and video-taped for 6 sessions and the teachers and four high-achieving/low-achieving students were interviewed. The findings showed that an excessive use of Persian could have a de-motivating effect on students. Hence, the interviewed students voiced dissatisfaction with the untimely use and domination of L1 in L2 classes. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01