Classroom-language use in teacher-led instruction and teachers’ self-perceived roles

Chavez, Monika

doi:10.1515/iral.2006.003

Cited by 12 publications

(16 citation statements)

References 11 publications

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“…In tune with previous research on the quantity of L1 in FL classrooms (e.g. Chavez, 2006;Duff & Polio, 1990;Inbar-Lourie, 2010;Hall & Cook, 2013;Kim and Elder, 2005), the results point to a variability across all ability levels from almost exclusive FL use in upper grades of primary school, secondary school (grammar and vocational) and university to as high as 90% of L1 use in lower grades of primary school. The smallest range is reported for university setting by instructors working with students of English language and literature (1% -15%).…”

Section: Rq1 Do Efl Instructors In Croatia Use Their Learners' L1 Insupporting

confidence: 84%

English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

Erk

2017

ExELL

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Current understanding of second language acquisition processes is based on the position that second language learners rely and depend on their L1 as well as on all of their language-related experience. This paper presents results of a questionnaire study aimed to explore Croatian EFL instructors’ beliefs about the role of L1 in English language development and formal instruction. Data was further analysed in order to explore variables most likely to impact instructors’ belief systems (participants’ age and academic degree, students’ language level, learning setting). The findings point to a lack of professional consensus with regard to L1 use which is discussed and followed by practical implications.

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Section: Rq1 Do Efl Instructors In Croatia Use Their Learners' L1 Insupporting

confidence: 84%

English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

Erk

2017

ExELL

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“…Walsh 2002, 2006b; Carless 2004; Dufficy 2005; Hammond & Gibbons 2005; Lacorte 2005; Gibbons 2006; Richards 2006a; Pinter 2007; Sakui 2007). Gieve & Miller (2006) provide a discussion of relevant issues and Chavez's (2006) study of experienced teachers of German illustrates how narrow but very rich data sets can be exploited to excellent effect.…”

Section: Qualitative Research Contributions To Research Since 2000mentioning

confidence: 99%

Trends in qualitative research in language teaching since 2000

Richards

2009

Lang. Teach.

115

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This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the quality of its contribution. The paper begins by highlighting current trends and debates in the general area of qualitative research and offering a working definition of the term. At its core is an overview of developments in the new millennium based on the analysis of papers published in 15 journals related to the field of language teaching and a more detailed description, drawn from a range of sources, of exemplary contributions during that period. Issues of quality are also considered, using illustrative cases to point to aspects of published research that deserve closer attention in future work, and key publications on qualitative research practice are reviewed.

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“…Studies have shown that there is a strong correlation between teachers' stated beliefs and their instructional practice (e.g., Arva & Medgyes, 2000;Chavez, 2006;Gitsaki & Althobaiti, 2010;Gurznski-Weis, 2010). Basturkmen, Loewen, and R. Ellis (2004) defined the term belief as "statements teachers made about their ideas, thoughts, and knowledge that are expressed as evaluations of what should be done', 'should be the case', and 'is preferable'" (p. 244).…”

Section: Teachers' Beliefs About Cf and Their Practicementioning

confidence: 99%

“…For example, a positive relationship between teachers' beliefs and their CF provision was found by Chavez's (2006). She conducted a semester-long study in which she interviewed three teachers of intermediate-level FL German at an American university about their teaching beliefs and videotaped their classes.…”

Section: Teachers' Beliefs About Cf and Their Practicementioning

confidence: 99%

EFL Teachers’ L1 Backgrounds, Beliefs, and the Characteristics of Their Corrective Feedback

Asari

2019

The Journal of AsiaTEFL

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Considering the importance of teachers' performance in class as a variable which affects the efficacy of corrective feedback (CF), it has not necessarily received the attention it deserves in second language acquisition (SLA) research: While there are a number of studies that focus on the efficacy of CF strategies from learners' standpoint, research that focuses on the provider of CF, i.e., the foreign language (FL) teacher, has not yet been done as extensively. The present study was conducted to examine how native speaker (NS) and non-native speaker (NNS) teachers differ in their provision of CF and to investigate whether the two types of teachers' provision of CF is congruent with their perceptions and beliefs. The results show that the ability to match their beliefs with their actual CF provision seems to be affected by their L1 background. NS teachers tend not to provide abundant phonological CF due to their insensitivity to some phonological errors in learners' utterances. NNS teachers tend not to have the ability to provide CF in general due to their lack of language proficiency. Finding ways to overcome teachers' current weaknesses may be a prerequisite to enhancing the quality of education in Japan.

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Classroom-language use in teacher-led instruction and teachers’ self-perceived roles

Cited by 12 publications

References 11 publications

English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

Trends in qualitative research in language teaching since 2000

EFL Teachers’ L1 Backgrounds, Beliefs, and the Characteristics of Their Corrective Feedback

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