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Please use this identifier to cite or link to this item: http://hdl.handle.net/10445/7673

Title: The Provision of First Language Supported Classroom Materials: Help or Hindrance?
Authors: Rivers, Damian
Abstract: While an English-only approach is still considered best practice in certain circles of English language teaching, there is a growing body of research which clearly supports the idea that the L1 can play a positive role in promoting TL comprehension, production, and learning (e.g., Anton & DiCamilla, 1998; Brooks & Donato, 1994; Cook, 2001; Macaro, 2005; Swain & Lapkin, 2000;). Weschler (1997) and Critchley (2002) advocate L1 support in classroom materials as a means of helping students to deal with content which is cognitively complex by making connections with existing L1 knowledge. The current study involved 78 first-year students in three mixed-level classes at a Japanese university; these students were accustomed to being given learning materials in English only which were then taught following an English only classroom policy. However, for one three-week unit of study on Global Issues, students in all three classes were provided with course materials containing L1 support. Students were surveyed in order to assess whether they felt materials with L1 support helped them to more fully understand the content and participate in the various tasks within the unit, as well as increase their use of the target language. These (student) findings were compared with data collected through in-class observations and in-depth interviews with the teachers of the three classes. Results will be presented and implications for offering learners choice in terms of level of L1 support in materials will be discussed.
Research Achievement Classification: 国際会議/International Conference
Type: Conference Paper
Peer Review: あり/yes
Solo/Joint Author(s): 単著/solo
Date: 16-Aug-2009
Appears in Collections:Damian Rivers

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