EFL teachers' language use for classroom discipline: A look at complex interplay of variables

Kang, Dae-Min

doi:10.1016/j.system.2013.01.002

Cited by 23 publications

(24 citation statements)

References 40 publications

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“…It follows that no other aspect seems to have gained more attention that the use of the tl in the foreign language classroom. However, despite the vast amount of research on the use of l1 or tl in the foreign language classroom (Littlewood & Yu, 2009;Nation, 2003;Wilkerson, 2008), very few (Evans, 2012;Kang, 2013) have looked at it from the perspective of the implications for classroom management. The other distinctive aspects of foreign language education that may impact classroom management appear to have received little or no attention in the literature.…”

Section: Discussionmentioning

confidence: 99%

“…In language work, by contrast, even if in a sense you get the answer right From conducting my own search, I found that few studies have addressed the impact of first or target language use on managing the foreign language classroom. For example, Kang (2013) explored how English as a foreign language (efl) teachers used their first language and/or the target language for classroom discipline. The study involved the participation of two efl teachers at two elementary schools in Korea.…”

Section: Distinctive Characteristics Of Classroom Management In Foreimentioning

confidence: 99%

“…Even though lack of tl proficiency was an aspect identified in some studies as one of the reasons for teachers to be reluctant to use the tl, the fact remains that using the l1 appears to offer teachers better control of the learning environment and reduces the risk of inappropriate behavior and ambiguity. Nonetheless, the field of foreign language education needs more research to examine the role or impact of the tl on managing the classroom especially in view of the results presented by Kang (2013) between low-level and high-level learners.…”

Section: Distinctive Characteristics Of Classroom Management In Foreimentioning

confidence: 99%

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Classroom Management in Foreign Language Education: An Exploratory Review

Macías¹

2018

Profile: Issues Teach. Prof. Dev.

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This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.Key words: Foreign language instruction, classroom management, target language use.Esta revisión examina estudios en el área del manejo de clase en la educación en lenguas extranjeras. Está organizada en tres áreas: La primera aborda las características particulares de la instrucción en lenguas extranjeras que más impactan el manejo de clase. La segunda describe aspectos del manejo de clase que docentes de lenguas extranjeras usualmente encuentran en su práctica; y la tercera presenta alternativas para reducir el impacto negativo del manejo de clase en el área de lenguas extranjeras. Las conclusiones sugieren más investigación particularmente sobre la relación entre el manejo de clase y el uso de la lengua extranjera y métodos de enseñanza.Palabras clave: instrucción en lenguas extranjeras, manejo de clase, uso de la lengua objeto de estudio.

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Section: Discussionmentioning

confidence: 99%

Section: Distinctive Characteristics Of Classroom Management In Foreimentioning

confidence: 99%

Section: Distinctive Characteristics Of Classroom Management In Foreimentioning

confidence: 99%

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Classroom Management in Foreign Language Education: An Exploratory Review

Macías¹

2018

Profile: Issues Teach. Prof. Dev.

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“…When investigating the reasons behind this belief, Butzkamm (2003) concluded that the reason behind teachers' beliefs in monolingualism is the huge number of native speakers, who don't speak the language of their students, and the production of textbooks that are only restricted to English. When relating teachers' proficiency level in the target language to their use of L1 in classroom, Kang (2013) conducted a study through which he reported that teachers with low proficiency in English highly relied on L1 more than on the target language, whereas teachers with high proficiency level did the opposite. However, what is most intriguing about Kang's (2013) study is the small number of participants, for only two teachers were put under investigation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When relating teachers' proficiency level in the target language to their use of L1 in classroom, Kang (2013) conducted a study through which he reported that teachers with low proficiency in English highly relied on L1 more than on the target language, whereas teachers with high proficiency level did the opposite. However, what is most intriguing about Kang's (2013) study is the small number of participants, for only two teachers were put under investigation. Linking teachers' proficiency level to their classroom practices requires more than merely conducting a case study.…”

Section: Literature Reviewmentioning

confidence: 99%

Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms

Al-Amir¹

2017

ELT

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In the literature of second language teaching and learning, the use of students' first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time. Nevertheless, many studies have recently started to put this belief under question and to give the effectiveness of L1 use, the benefit of doubt. This paper investigates EFL teachers' perceptions of the use of students' first language at one of the universities in Jeddah, Saudi Arabia, given the fact that those teachers speak students' native language and have different English language proficiency levels. The data gathered through a questionnaire were analyzed using the IBM Statistical Package for Social Science (SPSS)® to find frequencies, percentages and mean scores. The overall results of the study show that the majority of teachers agree to the use of students' first language in their EFL classrooms. Moreover, when investigating the relationship between teachers' English language proficiency level and their perceptions of L1 use, the results suggest that there is no correlation between the two. Furthermore, the results of the study conclude that EFL teachers are selective when it comes to the areas of language teaching where L1 is used.

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Nihonjinron, Native-Speakerism, and EFL Classroom Discourse and Practice

Bouchard

2017

Ideology, Agency, and Intercultural Communicative Competence

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EFL teachers' language use for classroom discipline: A look at complex interplay of variables

Cited by 23 publications

References 40 publications

Classroom Management in Foreign Language Education: An Exploratory Review

Classroom Management in Foreign Language Education: An Exploratory Review

Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms

Nihonjinron, Native-Speakerism, and EFL Classroom Discourse and Practice

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