Target Language Use in Communicative English Lessons: The Emotional Perspective

Autor/in	Inada, Takako
Titel	Target Language Use in Communicative English Lessons: The Emotional Perspective
Quelle	In: English Language Teaching, 14 (2021) 11, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Communicative Competence (Languages); English (Second Language); Second Language Instruction; Second Language Learning; Language of Instruction; Classroom Communication; Anxiety; Student Motivation; Undergraduate Students; Late Adolescents; Peer Influence; Self Efficacy; Private Colleges; Foreign Countries; Emotional Response; Japan + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Klassengespräch; Angst; Schulische Motivation; Halbstarker; Self-efficacy; Selbstwirksamkeit; Privathochschule; Ausland; Emotionales Verhalten
Abstract	Lessons for developing students' communication skills have been recently introduced to university English education in Japan, and the lesson format has become student-centered. As lessons are given in English and students have more opportunities to practice speaking in English, there are likely to be controversies over the proper balance between the use of the target language (TL) and the first language (L1) in EFL classrooms. However, no clear consensus concerning the relationship between these has been reached yet. The present research investigated the factors that were related to TL/L1 use among Japanese university students. A questionnaire containing background information and a five-point Likert scale of anxiety was filled in by 252 students. Following this, individual interviews with five students were conducted. The results revealed that while the advantages of L1 use for the students were reported, the students had negative feelings about their use of the L1 due to decreasing the contact with the TL and/or increasing peer and self-pressure. Therefore, students should gradually become accustomed to English-only instruction in an unthreatening environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01