- Tytuł:
- Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education
- Autorzy:
-
Wilden, Eva
Porsch, Raphaela - Powiązania:
- https://bibliotekanauki.pl/articles/780663.pdf
- Data publikacji:
- 2020
- Wydawca:
- Uniwersytet im. Adama Mickiewicza w Poznaniu
- Tematy:
-
L1 use
L2 use
primary school
teacher’s language proficiency - Opis:
- This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
- Źródło:
-
Studies in Second Language Learning and Teaching; 2020, 10, 3; 631-655
2083-5205
2084-1965 - Pojawia się w:
- Studies in Second Language Learning and Teaching
- Dostawca treści:
- Biblioteka Nauki
Artykuł