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Título: | Exploring First Language Use in Non-Formal Foreign Language Education: A Mixed- Method Approach |
Fecha de publicación: | 15-dic-2023 |
Editorial: | Arab Society of English Language Studies (ASELS) |
Cita bibliográfica: | Arab World English Journal (AWEJ) Volume 14. Number 4 December 2023 |
ISSN: | 2229-9327 |
Materias relacionadas: | CDU::8- Lingüística y literatura::81 - Lingüística y lenguas CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
Palabras clave: | Classroom observation English as a Foreign Language First language use Non-formal education Students’ views Teacher’s views |
Resumen: | In Foreign Language Teaching, investigating the multiple variables that intervene in first language use is essential to uncover learning processes and design optimal teaching practices. Past studies have mainly focused on identifying teachers’ reasons for their first language use, while research on learners’ views is scarce. This mixed-method case study aims to provide a comprehensive description of first language use in a foreign language classroom through the examination of its pedagogical functions and the corresponding views held by the teacher and his students. This article adds to the scholarly body of knowledge about the role of first language use in Foreign Language Teaching with the yielding of constructive insights from non-formal education–a nonpreviously researched context. Specifically, this study was conducted in “Mar Menor” Center of Adult Education (Southern Spain). The main research questions address the quantification of the pedagogical functions of first language use generated by the instructor in certain classes and the comparison of his views with those of his students, concerning L1 use in general teaching and his sessions. Data comprised classroom observations, teacher’s stimulated recalls, students’ diaries and questionnaires addressed to both sets of participants. The results revealed the multifunctional nature of the teacher’s first language use and a fairly degree of alignment between his views and those of his students. This study underscores the importance of fostering learners’ agency. Furthermore, its findings can potentially inform Foreign Language Teaching by deepening the understanding of the myriad of factors and perspectives involved in first language use. |
Autor/es principal/es: | Criado, Raquel González Romero, Patricia |
Facultad/Departamentos/Servicios: | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Filología Inglesa |
URI: | http://hdl.handle.net/10201/136826 |
DOI: | https://dx.doi.org/10.24093/awej/vol14no4.2 |
Tipo de documento: | info:eu-repo/semantics/article |
Número páginas / Extensión: | 27 |
Derechos: | info:eu-repo/semantics/openAccess |
Descripción: | ©2023. This manuscript version is made available under the CC-BY-NC 4.0 license http://creativecommons.org/licenses/by-nc/4.0/ This document is the Published version of a Published Work that appeared in final form in Arab World English Journal (AWEJ). To access the final edited and published work see https://dx.doi.org/10.24093/awej/vol14no4.2 |
Aparece en las colecciones: | Artículos: Filología Inglesa |
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