The Effect of First and Second Language Use on Question Types in English Medium Instruction Science Classrooms in Hong Kong

Autor/inn/en	Pun, Jack; Macaro, Ernesto
Titel	The Effect of First and Second Language Use on Question Types in English Medium Instruction Science Classrooms in Hong Kong
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 1, S.64-77 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pun, Jack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1510368
Schlagwörter	Foreign Countries; Second Language Learning; Language Usage; Vocabulary; Native Language; Teaching Methods; English (Second Language); Science Instruction; Questioning Techniques; Interaction; Secondary School Teachers; Secondary School Students; Language of Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Sprachgebrauch; Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Interaktion; Sekundarschüler; Teaching language; Unterrichtssprache; Hongkong
Abstract	The role of the first language (L1) in second language (L2) learning has been widely discussed and researched in the second Language Acquisition (SLA) literature. Benefits of L1 use have been found for vocabulary acquisition, and in facilitating comprehension thereby alleviating student anxiety. Many teachers appear to consider L1 use as a necessary option in L2 pedagogy. Disadvantages of L1 use are argued to be that it reduces exposure to the L2 thereby not enabling more implicit forms of L2 acquisition. Considerably less research has been carried out in English medium instruction (EMI) classrooms, surprisingly, as these are predicated on the benefits of massive exposure to the L2. This study investigated the effect of L1 and L2 use on teacher question types and interaction patterns in science lessons in early EMI and late EMI schools in Hong Kong. Our findings show that in late EMI, where there was much greater use of the L1, teachers tended to use higher order questions and were more interactive. In early EMI, despite students having received four more years of greater exposure to English instruction than late EMI students through the use of English as the vehicular language, teachers asked lower order questions and the interaction was more monologic. The implications for policy and pedagogy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01