Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees.

Autor/inn/en	Wach, Aleksandra; Monroy, Fuensanta
Titel	Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees.
Quelle	In: Language teaching research, 24 (2020) 6, S. 855-873Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 4
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688; 1477-0954
Schlagwörter	Empirische Forschung; Einstellung (Psy); Lehrerausbildung; Unterrichtssprache; Erstsprache; Fremdsprachenunterricht; Englischunterricht; Polen; Spanien
Abstract	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. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2