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The use of first and second language...

Du, Yi.

The use of first and second language in Chinese university EFL classrooms

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of first and second language in Chinese university EFL classroomsby Yi Du.
作者:	Du, Yi.
出版者:	Singapore :Springer Singapore :2016.
面頁冊數:	xii, 264 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	English languageStudy and teaching (Higher)
電子資源:	http://dx.doi.org/10.1007/978-981-10-1911-1
ISBN:	9789811019111$q(electronic bk.)

The use of first and second language in Chinese university EFL classrooms
Du, Yi.

The use of first and second language in Chinese university EFL classrooms[electronic resource] /by Yi Du. - Singapore :Springer Singapore :2016. - xii, 264 p. :ill., digital ;24 cm.

Foreword -- Acknowledgements -- Table of Contents -- List of Tables -- List of Figures -- Chapter 1 Introduction -- Section A Background and Design -- Chapter 2 The L1 in L2 learning and teaching -- Chapter 3 Code-switching -- Chapter 4 Research Design -- Section B Results -- Chapter 5 Classroom Data -- Chapter 6 Interviews -- Chapter 7 Stimulated Recall -- Section C Conclusions -- Chapter 8 Discussion and Conclusions -- Bibliography -- Appendices(Introductory Note) -- Appendix 1: Sample Analysis of Code-Switching Instances (Carl) -- Appendix 2: Sample Pre- and Post-Observation Interview (Anne)

This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences of four Chinese EFL teachers who were teaching non-English major students at four different proficiency levels. It examines these four teachers' actual use of L1 and L2, including the distribution of their L1 and L2 use; the circumstances, functions and grammatical patterns of their language use; and their language use across different frames of classroom discourse. It also explores their attitudes and beliefs regarding this issue in depth, as well as their own perceptions of and reasons for their language use and possible influencing factors. Through its detailed analysis of the teachers' language use, as well as their respective beliefs and decision-making techniques, this book contributes to L2 teachers' professional development and L2 teaching in general, especially with regard to establishing a pedagogically principled approach to L1 and L2 use.

ISBN: 9789811019111$q(electronic bk.)

Standard No.: 10.1007/978-981-10-1911-1doiSubjects--Topical Terms:

759067
English language
--Study and teaching (Higher)

LC Class. No.: PE1068.C5

Dewey Class. No.: 428.0071051

The use of first and second language in Chinese university EFL classrooms
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505 0 $a Foreword -- Acknowledgements -- Table of Contents -- List of Tables -- List of Figures -- Chapter 1 Introduction -- Section A Background and Design -- Chapter 2 The L1 in L2 learning and teaching -- Chapter 3 Code-switching -- Chapter 4 Research Design -- Section B Results -- Chapter 5 Classroom Data -- Chapter 6 Interviews -- Chapter 7 Stimulated Recall -- Section C Conclusions -- Chapter 8 Discussion and Conclusions -- Bibliography -- Appendices(Introductory Note) -- Appendix 1: Sample Analysis of Code-Switching Instances (Carl) -- Appendix 2: Sample Pre- and Post-Observation Interview (Anne)
520 $a This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences of four Chinese EFL teachers who were teaching non-English major students at four different proficiency levels. It examines these four teachers' actual use of L1 and L2, including the distribution of their L1 and L2 use; the circumstances, functions and grammatical patterns of their language use; and their language use across different frames of classroom discourse. It also explores their attitudes and beliefs regarding this issue in depth, as well as their own perceptions of and reasons for their language use and possible influencing factors. Through its detailed analysis of the teachers' language use, as well as their respective beliefs and decision-making techniques, this book contributes to L2 teachers' professional development and L2 teaching in general, especially with regard to establishing a pedagogically principled approach to L1 and L2 use.
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