An exploration of the attitudes and beliefs of teacher trainers and teacher trainees concerning the use of the L1 in the EFL classroom.

Autor/in	Graham, Heather
Titel	An exploration of the attitudes and beliefs of teacher trainers and teacher trainees concerning the use of the L1 in the EFL classroom.
Quelle	Köln: Universitäts- und Stadtbibliothek Köln (2022), 304 S. PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Universität zu Köln, 2022.
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:hbz:38-655401
Schlagwörter	Dissertation; Englischunterricht; Fremdsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Muttersprache; Sprachunterricht; Unterricht; Lehramtsstudent; Lehramtsstudent; Unterricht; Sprachunterricht; Erstsprache; Fremdsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Zweitsprache; Englischunterricht; Muttersprache; Dissertation; Zweitsprache; Lehrerbildner
Abstract	One important conflict within English language teaching methodology is concerning the use or exclusion of learners´ first languages (L1) when learning English. Perspectives on the topic range from those in favour of complete avoidance of the L1 in the EFL classroom, constantly striving for an exclusively L2 classroom to those who believe in the value and learning benefit of allowing and, to some extent, encouraging the use of all manner of languages available to the learner. This thesis conducted interviews and surveys in order to provide an in-depth exploration of the attitudes and beliefs of teacher trainers and teacher trainees in North Rhine Westphalia concerning the use of the L1, as well as other potential languages, in the English language classroom. Although the two groups of participants held many similar attitudes and beliefs concerning L1 use, some significant and interesting differences were found. Teacher trainees showed themselves to be more open concerning the use of the L1 than their more experienced counterparts. It remains, however, unclear what exactly the reason for these differences is. A further aspect which became apparent is how the pressures of language choice and of exclusive L2 instruction in the EFL classroom during observed and examination lessons is felt by teacher trainees. This is potentially adding to the overall burden of the teacher training period in NRW. The thesis concludes that an increase in evidence-based teacher education, concerning not only the aspect of L1 use in the EFL classroom but also many other aspects of language teaching could be prudent in the continued development of well-informed best-practice approaches. This thesis holds the standpoint that complete eradication of the L1 in the EFL classroom is counterproductive to successful language learning. Judicious use of the L1 and the development of a more plurilingusitic attitude to language learning, enabling learners to make use of any available linguistic resources, can offer both learners and teachers helpful scaffolding which can facilitate the successful learning of further languages. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2023/1