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The Resource The Use of First and Second Language in Chinese University EFL Classrooms

The Use of First and Second Language in Chinese University EFL Classrooms

Label
The Use of First and Second Language in Chinese University EFL Classrooms
Title
The Use of First and Second Language in Chinese University EFL Classrooms
Creator
Subject
Language
eng
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
The Use of First and Second Language in Chinese University EFL Classrooms
Label
The Use of First and Second Language in Chinese University EFL Classrooms
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4653491
Publication
Copyright
Related Contributor
Related Location
Related Agents
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword -- Acknowledgments -- Contents -- 1 Introduction -- 1.1 Introduction -- 1.2 Issues Relevant to the L1 in L2 Learning and Teaching -- 1.2.1 Power and Politics -- 1.2.2 Teacher Education -- 1.2.3 Teacher Cognition -- 1.2.4 Culture of Learning -- 1.2.5 Teaching Context -- 1.3 The Objectives of the Study -- 1.4 Overview of the Book -- Background and Design -- 2 The L1 in L2 Learning and Teaching -- 2.1 Introduction -- 2.2 The Role of the L1 in L2 Learning -- 2.2.1 Arguments for the Negative Role of the L1 in L2 Learning -- 2.2.2 Arguments for the Positive Role of the L1 in L2 Learning -- 2.3 The L1 in L2 Teaching -- 2.3.1 An Early Attempt to Conduct L2 Teaching in the L2 -- 2.3.2 The Grammar-Translation Method -- 2.3.3 The Direct Method -- 2.3.4 The Audiolingual Method -- 2.3.5 Communicative Language Teaching -- 2.3.6 The Natural Approach -- 2.3.7 Summary -- 2.3.8 L2 Teaching Methods in China -- 2.4 Empirical Studies on Teachers' L1 and L2 Use -- 2.4.1 Quantity of Teachers' L1 and L2 Use -- 2.4.2 Functions of Teachers' L1 Use -- 2.4.3 Factors Influencing Teachers' Language Choice -- 2.4.4 Teachers' Perceptions of L1 Use -- 2.4.5 Students' Perceptions of Their Teachers' L1 Use -- 2.4.6 Optimal Use of the L1 -- 3 Code-Switching -- 3.1 Introduction -- 3.2 Definitions -- 3.2.1 Code-Switching and Code-Mixing -- 3.2.2 Code-Switching and Borrowing -- 3.3 Grammatical Aspects of Code-Switching -- 3.3.1 Types of Code-Switching -- 3.3.2 Grammatical Constraints on Code-Switching -- 3.3.2.1 The Free Morpheme and Equivalence Constraint -- 3.3.2.2 The Syntactic Government Constraint -- 3.3.2.3 The Matrix Language Frame Model -- 3.4 Pragmatic Aspects of Code-Switching -- 3.4.1 Situational Versus Metaphorical Code-Switching -- 3.4.2 Conversational Functions of Code-Switching -- 3.4.3 The Markedness Model
  • 3.4.4 A Sequential Analysis of Code-Switching: The Conversation Analysis Approach -- 3.5 Code-Switching in the Classroom -- 4 Research Design -- 4.1 Introduction -- 4.2 Data Collection -- 4.2.1 Background Description -- 4.2.1.1 The Research Context -- 4.2.1.2 The English Curriculum -- 4.2.1.3 The Participants -- 4.2.1.4 Initial Contacts and Relations with the Participants -- 4.2.2 Classroom Observation -- 4.2.2.1 The Role of the Observer -- 4.2.2.2 Coding Instruments -- 4.2.2.3 The Reasons for not Coding in the Data Collection Phase -- 4.2.2.4 Existing Coding Systems Versus Data-Driven Categories -- 4.2.2.5 Field Notes -- 4.2.2.6 Observation Sheet -- 4.2.2.7 Recordings -- 4.2.3 Interviews -- 4.2.4 Stimulated Recall -- 4.3 Approaches to Lesson Data Analysis -- 4.3.1 Analytical Approaches to the Pragmatic Aspects of Code-Switching: The Taxonomic Approach Versus the Markedness Model and the Conversation Analysis Approach -- 4.3.2 Sequential Analysis of Classroom Discourse: An Approach Based on the Concept of 'Frame' -- 4.3.3 Criteria for Grammatical Analysis of Code-Switching -- 4.3.4 Units of Analysis -- Results -- 5 Classroom Data -- 5.1 Introduction -- 5.2 Analysis of the Teachers' Code-Switching -- 5.2.1 Procedures of Analysis -- 5.2.2 Taxonomy of Functional Categories -- 5.2.3 Results -- 5.2.3.1 Anne -- 5.2.3.2 Betty -- 5.2.3.3 Carl -- 5.2.3.4 David -- 5.2.4 Further Considerations -- 5.2.5 Conclusion -- 5.3 Global Analysis [Quantitative] -- 5.3.1 Coding -- 5.3.2 Results -- 5.3.2.1 Anne -- 5.3.2.2 Betty -- 5.3.2.3 Carl -- 5.3.2.4 David -- 5.3.3 Conclusion -- 5.4 Global Analysis [Qualitative] -- 5.4.1 Framing Classroom Discourse -- 5.4.2 Results -- 5.4.2.1 Anne -- 5.4.2.2 Betty -- 5.4.2.3 Carl -- 5.4.2.4 David -- 5.4.3 Conclusion -- 6 Interviews -- 6.1 Introduction -- 6.2 Results -- 6.2.1 Anne -- 6.2.2 Betty -- 6.2.3 Carl -- 6.2.4 David
  • 6.3 Conclusion -- 7 Stimulated Recall -- 7.1 Introduction -- 7.2 Results -- 7.2.1 Anne -- 7.2.1.1 The Reading-and-Writing Course -- 7.2.1.2 The Listening-and-Speaking Course -- 7.2.1.3 Summary and Preliminary Analysis -- 7.2.2 Betty -- 7.2.2.1 The Reading-and-Writing Course -- 7.2.2.2 The Listening-and-Speaking Course -- 7.2.2.3 Summary and Preliminary Analysis -- 7.2.3 Carl -- 7.2.3.1 The Reading-and-Writing Course -- 7.2.3.2 The Listening-and-Speaking Course -- 7.2.3.3 Summary and Preliminary Analysis -- 7.2.4 David -- 7.2.4.1 The Reading-and-Writing Course -- 7.2.4.2 The Listening-and-Speaking Course -- 7.2.4.3 Summary and Preliminary Analysis -- 7.3 Conclusion -- Conclusions -- 8 Discussion and Conclusions -- 8.1 Introduction -- 8.2 Overview of the Major Findings of the Study -- 8.2.1 The Quantity of L1 and L2 Use by the Teachers -- 8.2.2 The Grammatical Patterns of the Teachers' Language Use -- 8.2.3 The Circumstances and Functions of Teachers' L1 Use -- 8.2.4 The Teachers' Perceptions of and Reasons for Their Own Language Use -- 8.2.5 The Observer's Perceptions of the Teachers' Language Use -- 8.2.6 The Teachers' Language Use Across Different Frames of Classroom Discourse -- 8.2.7 The Teachers' Beliefs and Attitudes Towards Using the L1 in L2 Education -- 8.2.8 Factors Affecting the Teachers' Language Choices -- 8.2.8.1 The University Policy Regarding the Medium of Instruction -- 8.2.8.2 Teaching Objectives -- 8.2.8.3 Students' English Abilities -- 8.2.8.4 Teachers' Beliefs Regarding L1 Use -- 8.2.8.5 Teachers' English Abilities -- 8.2.8.6 Teachers' Role -- 8.2.8.7 Immediate Classroom Factors -- 8.3 Implications for L2 Teaching and Teacher Training -- 8.4 Reflection on Methods -- 8.5 Recommendations for Future Research -- Appendices (Introductory Note) -- Appendix A: Sample Analysis of Code-Switching Instances (Carl)
  • Appendix B: Sample Pre- and Post-Observation Interview (Anne) -- Bibliography
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Extent
1 online resource (268 pages)
Form of item
online
Isbn
9789811019111
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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