Using a Shared L1 to Reduce Cognitive Overload and Anxiety Levels in the L2 Classroom

Autor/inn/en	Bruen, Jennifer; Kelly, Niamh
Titel	Using a Shared L1 to Reduce Cognitive Overload and Anxiety Levels in the L2 Classroom
Quelle	In: Language Learning Journal, 45 (2017) 3, S.368-381 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2014.908405
Schlagwörter	Anxiety; Second Language Learning; Second Language Instruction; College Faculty; Teacher Attitudes; Language Usage; Native Language; German; Higher Education; Case Studies; Grammar; Qualitative Research; Japanese; Language Teachers; Teaching Methods; Foreign Countries; College Students; Student Attitudes; Semi Structured Interviews; Ireland + Suchen Sie Ihr Suchwort? Angst; Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Lehrerverhalten; Sprachgebrauch; Deutscher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Grammatik; Qualitative Forschung; Japaner; Japanisch; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Collegestudent; Schülerverhalten; Irland
Abstract	This paper considers the attitudes and behaviours of university language lecturers and their students regarding the use of the L1 in the higher education L2 classroom. A case study of one Irish higher education institution was carried out and qualitative interviews conducted with six lecturers in Japanese and six in German. The results indicated widespread support among the participants for the judicious use of the L1 in limited instances, particularly where it can facilitate a reduction in cognitive overload and learner anxiety by, for example, the explanation of complex terminology, concepts and grammatical structures, as well as aiding in the creation of a relaxed classroom environment. Implications for the language classroom and for this field of research are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01