Perceived-Target-Language-Use Survey in the English Classrooms in China: Investigation of Classroom-Related and Institutional Factors

Autor/inn/en	Yan, Edith M. Y.; Fung, Irene Y. Y.; Liu, Lili; Huang, Xiaoyan
Titel	Perceived-Target-Language-Use Survey in the English Classrooms in China: Investigation of Classroom-Related and Institutional Factors
Quelle	In: Journal of Multilingual and Multicultural Development, 37 (2016) 1, S.75-96 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2015.1029934
Schlagwörter	Surveys; Language Usage; Statistical Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Questionnaires; Secondary School Students; College Students; Foreign Countries; Comparative Analysis; Institutional Characteristics; College Entrance Examinations; Student Attitudes; Asians; Language of Instruction; Language Attitudes; Educational Policy; Native Language; Mandarin Chinese; Code Switching (Language); China + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Sprachgebrauch; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fragebogen; Sekundarschüler; Collegestudent; Ausland; Aufnahmeprüfung; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching language; Unterrichtssprache; Sprachverhalten; Politics of education; Bildungspolitik
Abstract	This quantitative study investigated the extent and contexts of target language (TL) use in English language classrooms. Participants were 2,906 students from seven secondary schools and four universities in the more developed cities in southern China. They were put into five groups according to their educational stage and whether their content subjects were taught in the TL. A 5-point interval scale was used in the questionnaire to elicit responses about the amount of TL use. The mean percentages of TL use reported by different groups were compared using "t"-test or one-way analysis of variance (ANOVA). How classroom-related factors and institutional factors associated with the amount of TL use in the English-as-a-foreign-language (EFL) classrooms were analysed. Findings include: (1) the amount of TL use dropped significantly from the junior secondary level to the senior secondary level, during which more concerns were given to prepare students for the university entrance exam; (2) a significantly smaller amount of TL use was reported in less well-resourced secondary schools; and (3) a significantly larger amount of TL use was reported in the secondary schools and universities if the TL was also used as the medium of instruction for content subjects. Findings have implications for language teaching policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01