Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain

Molway, Laura; Arcos, Marina; Macaro, Ernesto

doi:10.1177/1362168820913978

Cited by 13 publications

(11 citation statements)

References 52 publications

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“…Georgious and Krulatz (2018) reported from surveys that 92% of the 24 in-service elementary and middle-school EFL teachers in Norway employed the L1 in L2 teaching. In the same way, data from questionnaires provided to foreign language teachers in England and Spain by Molway, Arcos, and Macaro (2022) showed that both groups used their corresponding L1 in classes. Among the reasons teachers use the L1 for L2 teaching, Taşçı and Ataç (2020) obtained the following L1 functions from semi-structured interviews and class observations of three primary school teachers in Turkey: to give instructions, to teach grammar, to teach difficult vocabulary, to manage the classroom, to check understanding, to draw students' attention, to elicit, and to provide feedback.…”

Section: Introductionmentioning

confidence: 83%

El efecto de enseñar gramática inglesa de forma bilingüe a verdaderos principiantes en una universidad de Ecuador

Haz

Cantos

Moreira

et al. 2022

LATAM

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Este estudio analizó cómo la enseñanza bilingüe de la gramática inglesa afectó el desempeño de los estudiantes de inglés como lengua extranjera (EFL) en las pruebas de gramática en una institución de educación superior ecuatoriana. La investigación hasta la fecha se ha concentrado en las actitudes y preferencias de los instructores y estudiantes sobre el uso de la lengua natal, cómo se distribuye durante la clase, cómo ayuda a los estudiantes a trabajar juntos para completar las tareas, cómo se dan las interacciones entre maestros y estudiantes en el salón de clases, y el impacto en el aprendizaje de vocabulario L2. En este estudio, 71 estudiantes, de 17 a 36 años de edad, matriculados en un curso preuniversitario, fueron asignados aleatoriamente a una condición en la que la gramática L2 se enseñaba de forma bilingüe o una condición en la que la gramática L2 se explicaba utilizando solo la L2, y se evaluó y comparó el desempeño en gramática. Los resultados sugieren que el aprendizaje de la gramática mejoró en ambas condiciones y no hubo diferencias significativas entre las pruebas posteriores inmediatas y tardías entre los grupos. Se presentan en este documento algunas posibles explicaciones sobre estos hallazgos.

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Section: Introductionmentioning

confidence: 83%

El efecto de enseñar gramática inglesa de forma bilingüe a verdaderos principiantes en una universidad de Ecuador

Haz

Cantos

Moreira

et al. 2022

LATAM

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“…The first language did not have any role in teaching practices since the L1 translation was assumed as closely connected to the grammar-translation method. Molway et al [23], argued that while the visible difference between the direct method and grammar-translation was the former's avoidance of the L1, "the underlying theoretical stance was that the vocabulary and structures of the language could be learned implicitly or inductively rather than explicitly or by comparison with the L1" [23, p. 644]. When the grammar-translation approach lost its popularity as a practical language teaching method, many linguists, teachers, and instructors started arguing about using learners' first language in foreign language classes.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning

Khoshnood

Kafipour

2023

Education Research International

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Vocabulary is an essential language component that will affect all four language skills. Therefore, any technique that can help promote vocabulary learning should be encouraged. The current study aimed to explore the effect of first-language translation on Iranian intermediate extroverted and introverted EFL learners’ vocabulary learning. The authors chose 80 Iranian EFL learners using convenience sampling and applied a quasiexperimental design for the research. First, they administered the Oxford Placement Test, the Eysenck personality questionnaire, and a vocabulary pretest and posttest. Then, the treatment started using the first language to teach vocabulary to introverted and extroverted learners. The findings showed that first-language translation had a statistically significant effect on developing Iranian intermediate extroverted EFL learners’ vocabulary learning. The results implied that the instructors could use L1 in teaching a language in general and vocabulary in specific as an effective strategy, just for extroverted learners, as it was found ineffective for introverted learners. Furthermore, the results showed that L1 translation as a learning strategy can be more effective for vocabulary learning by extrovert EFL learners than introverts. Therefore, it can be concluded that the learners’ personality traits should be considered in teaching and learning vocabulary, but as a supplementary teaching strategy since using the first language was just effective for parts of the learners, extroverts.

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“…This development priority appears to be driven both by changing assessment structures and a strongly articulated belief, in line with current policy and research (Macaro et al, 2016), that communicative competence is the most valuable of the language skills and the key to developing pupils' confidence and self-efficacy. Recent research suggests that teachers in England rarely use L2 as the dominant means of communication in the classroom, which may inhibit the development of oral interaction skills (Molway, Arcos & Macaro, 2020). Fulfilling the aspiration to develop students' spoken language is therefore likely to require a shift in pedagogy both in terms of task design (teachers will need to create increased opportunities for student output in the L2) but also in terms of the teachers' own modelling of the language to create a target language rich classroom community.…”

Section: [Table 8 Around Here]mentioning

confidence: 99%

“…Given the prevalence of the target to improve pupils' speaking skills in the data collected at individual teacher level, it is striking that only three of the twelve HoDs made explicit mention of speaking within their MFLDIPs. Laurel HoD is the only one to explicitly mention increasing teachers' use of the target language as a development aim, which is surprising given that existing research suggests a target language rich environment is key to the development of students' speaking skills (Crichton, 2009;Molway, Arcos & Macaro, 2020).…”

Section: Mfl Departments' Subject Development and Improvement Plansmentioning

confidence: 99%

Which aspects of their practice do modern languages teachers in England’s secondary schools say they want to develop?

Molway

2021

The Language Learning Journal

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Laura is a lecturer in second language teacher education at the University of Oxford, Department of Education. She works with student teachers of French, German, Spanish and Mandarin and supervises practicing languages teachers who are completing their Master's in Learning and Teaching. Her doctoral research centres on understanding the professional learning of languages teachers in secondary schools. She is also interested in second language acquisition research with a focus on language learning strategies and student motivation. Which aspects of their practice do modern languages teachers in England's secondary schools say they want to develop?This study draws on teacher perception data gathered from 65 secondary school modern languages (L2) teachers in South-East England. Data were collected via four iterations of an online questionnaire and follow-up interviews with six heads of department. This paper reports respondents' perceived strengths and development needs in relation to their classroom practice, including: L2 teachers' sense of self-efficacy for classroom teaching and the stability of this selfassessment over the course of an academic year; the extent to which teachers felt that their classroom practices aligned with research-informed understandings about how languages are learned; teachers' self-identified priorities for further development; and their reasons for these choices. The L2 teachers in this study reported generally strong self-efficacy scores for teaching, although scores for self-efficacy in fostering pupil engagement tended to be lower. A gap was found between teachers' endorsement of research-informed language teaching principles and their enactment of these principles in their classrooms. Many teachers reported that they would value support in developing their pupils' spoken use of the L2. Teachers highlighted spontaneity and fluency as the key speaking skills in need of development, and these priorities were highlighted by teachers at all schools and at all stages of their career.

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Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain

Cited by 13 publications

References 52 publications

El efecto de enseñar gramática inglesa de forma bilingüe a verdaderos principiantes en una universidad de Ecuador

El efecto de enseñar gramática inglesa de forma bilingüe a verdaderos principiantes en una universidad de Ecuador

The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning

Which aspects of their practice do modern languages teachers in England’s secondary schools say they want to develop?

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