English Teaching Research Research Articles

How Much the First Language is There in Teachers’ Talk in EFL Classroom?

Over the past decades, increasing interest in code-switching has triggered numerous empirical studies in the foreign language classroom, which show that the switching to L1 has become an important strategy in foreign language teaching and its implication in bilingual classroom is of great importance. This paper is a preliminary endeavor to probe into the situation of the switching to the L1 in Chinese university classes, with a focus on revealing how much the L1 is used in different lesson contents. Benefiting from the previous studies and practice, this study integrates the qualitative and quantitative research methods to analyze the amount of the L1 use in the three typical lesson contents: theme-based activities, text analysis and discussion of tests and other assignments. The data are collected through the teachers' and students' questionnaires, classroom re- cordings and teachers' interviews. It has been found that the amount of the L1 varies in different lesson contents, that is, least in theme-based activities, then in text analysis and most in discussion of tests and other assignments and this situa- tion is caused by different features of the three lesson contents. By discussing the practical implication of the research in English teaching, it suggests that teachers should consider lesson contents to decide how much the L1 is used in different context and this will consequently lead to better instruction in EFL classroom with an appropriate use of the L1.��

English Education Research and Classroom Practice: New Directions for New Times

English Education Research and Classroom Practice: New Directions for New Times

Future Research in English Education: Vital Factors and Research Paradigms

Future Research in English Education: Vital Factors and Research Paradigms

Future Research in English Education: Some Modest Proposals

Future Research in English Education: Some Modest Proposals

Statistical Power in Research in English Education

Statistical Power in Research in English Education

Cooperative or Interactive Research in English Education

Cooperative or Interactive Research in English Education

The 1974 Conference on Research in English Education and Reading

The 1974 Conference on Research in English Education and Reading

Priorities for Research in English Education

Priorities for Research in English Education

Report on the NCTE Committee on Research: The 1973 Conference on Research in English Education and Reading: Notes on the Training of Future Researchers

Report on the NCTE Committee on Research: The 1973 Conference on Research in English Education and Reading: Notes on the Training of Future Researchers

Ten Axioms of Language Learning

Author's Summary— An analysis of the ten “axioms” of language teaching and language learning presented by Harold E. Palmer of the Institute for Research in English Teaching in Tokyo, Japan, corroborates the author's conviction that the teaching of modern foreign languages involves both a science and an art, and that oral practice is essential to the attainment of the reading aim.