Por favor, use este identificador para citar o enlazar este ítem: https://doi.org/10.1177/1362168819830422

Título: Beliefs about L1 use in teaching English: a comparative study of Polish and Spanish teacher-trainees
Fecha de publicación: 16-sep-2020
Editorial: SAGE Publications
Cita bibliográfica: Language Teaching Research, 2020, Vol. 24, N. 6, pp.855-873
ISSN: Print: 1362-1688
Electronic: 1477-0954
Palabras clave: Beliefs
EFL
L1
L2
Learners' native language
Polish
Spanish
Teacher trainees
Resumen: The study investigated the beliefs expressed by a sample of 206 Polish and Spanish teacher-trainees about the use of learners’ native language (L1) in teaching English as a foreign language (EFL). Quantitative and qualitative data from a questionnaire revealed considerable differences between the two nationality groups in their beliefs about both medium-oriented and framework-oriented functions of the L1 in an L2 classroom. Moreover, significant differences were found in the participants’ accounts of their prior EFL learning experience in terms of the L1–L2 proportion in teachers’ classroom language use. A possible interpretation of these findings relates trainees’ beliefs to the L2 educational cultures prevalent in different countries, pointing to a contextually-mediated complexity of teacher-trainees’ belief systems. The study adds to the existing research on the issues underlying L1 use in L2 teaching that are currently under debate by offering a cross-national comparison of teacher-trainees’ beliefs about the place of the L1 in L2 instruction.
Autor/es principal/es: Wach, Aleksandra
Monroy Hernández, Fuensanta
Versión del editor: https://journals.sagepub.com/doi/10.1177/1362168819830422
URI: http://hdl.handle.net/10201/148171
DOI: https://doi.org/10.1177/1362168819830422
Tipo de documento: info:eu-repo/semantics/article
Número páginas / Extensión: 19
Derechos: info:eu-repo/semantics/embargoedAccess
Descripción: © The Author(s) 2019. This document is the Published version of a Published Work that appeared in final form in Language Teaching Research. To access the final edited and published work see https://doi.org/10.1177/1362168819830422
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