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|Other Titles:||Rethinking the Role of L1 in the EFL Classroom|
Department of English, NTNU
|Abstract:||外語學習者的第一語言是否應該禁用或利用在教學上，已爭論多時。本研究探討大學生對於在英文課使用中文輔助教學的態度。研究參與對象是臺北某綜合大學966 位選讀英文課的學生。本研究採用量化的研究方法。參與對象在一般上課時間內填寫問卷。研究結果以單因子變異數分析及獨立樣本t 檢定，分析不同英文程度與大一、大二學生，對英文課堂上使用中文的態度是否具顯著差異。研究結果顯示，英文程度較高者對英文課堂上使用中文並無負面態度；程度較低者則回應中文有助於英文的學習。大一、大二學生間的態度則無顯著差異。研究結果建議，上英文課時適當使用中文可增進學習效果。隨著學生英文程度逐漸進步，課堂上可逐漸減少中文，並增加英文的運用。|
The issue of whether the use of the learner’s first language should be prohibited or incorporated in EFL settings has been debated for years. This study is designed to investigate the attitudes of universitylevel EFL learners on the use of L1 in the English classroom. The participants were 966 students enrolled in general English classes at a comprehensive university in Taipei. The participants completed a questionnaire in their regular English class time. Quantitative methods were used to analyze the data. One-way ANOVA and independent-samples t-test were performed to examine the effects of proficiency level and year at college on students’ opinions about the use of Chinese. The findings reveal that the higher proficiency English learners are not opposed to the use of Chinese in class, and the lower proficiency English learners depend on Chinese to facilitate their learning. Based on these findings, the researcher suggests that judiciously using Chinese should facilitate the students’ learning. As the learners’ proficiency improves, Chinese use in the classroom can be weaned away and English added gradually.
|Appears in Collections:||英語教學|
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