Using the First Language in the Second Language Classroom
| dc.contributor.author | Wu, Sipeng | |
| dc.contributor.supervisor | Filler, Chris | |
| dc.date.accessioned | 2018-04-28T00:42:37Z | |
| dc.date.available | 2018-04-28T00:42:37Z | |
| dc.date.copyright | 2018 | en_US |
| dc.date.issued | 2018-04-27 | |
| dc.degree.department | Department of Curriculum and Instruction | en_US |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | Using the first language (L1) in the second language (L2) classroom has been a very controversial topic over the years. However, some researchers claim that L1 can play a significant role in L2 teaching and learning. This project reviews published literature on arguments against and for L1 use, attitudes of teachers and students on L1 use, the amount, the purposes and the reasons why L1 is used in the L2 classroom, as well as ways to use L1 judiciously. The research to date finds that despite some disagreement, many teachers and students believe that L1 can be used in the L2 classroom to facilitate L2 acquisition. Meanwhile, current research indicates that L1 use should be limited, judicious, and systematical. In accordance with the findings from the literature review, some suggestions are offered for English teachers, school policy makers and administrators and students in China on how to improve English teaching and acquisition by using Chinese properly. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/9268 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | L1 use | en_US |
| dc.subject | L2 classrooms | en_US |
| dc.subject | L2 teaching and learning | en_US |
| dc.subject | Chinese EFL classrooms | en_US |
| dc.title | Using the First Language in the Second Language Classroom | en_US |
| dc.type | project | en_US |