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English Medium Instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development
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Exploring the relationship between linguistic knowledge and strategy use in listening comprehension
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First and second language use in English medium instruction contexts
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The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong
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A systematic review of English Medium Instruction in Higher Education
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Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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English medium instruction in universities: A collaborative experiment in Turkey
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In: Symplectic Elements at Oxford ; Added by author (2016)
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Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison
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Students' strategies in response to teachers' second language explanations of lexical items
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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Abstract:
This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2 paraphrase and other linguistic devices. However, little is known about the strategies learners use in response to teachers' attempts to explain new words through the L2-only, or learner strategies in response to explanations of different word types. Indeed previous literature is surprisingly lacking with regard to learners' strategic response to teacher L2 talk. Using 24 British students of French in Year 9, this study employed stimulated recall to explore the strategies learners used in response to L2-only explanations. Findings suggest that a very narrow range of strategies was used by most respondents. In order to understand a new word, or words in the L2 explanations, students almost exclusively resorted to strategies related to the cognate nature of the word. Pedagogical implications are drawn. © 2014 © 2014 Association for Language Learning.
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Keyword:
French; strategies; target language; teacher explanations; vocabulary
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URL: https://doi.org/10.1080/09571736.2014.905971
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What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations?
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014)
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Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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The influence of learning a second language in primary school on developing first language literacy skills
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Teacher Language Background, Codeswitching, and English-Only Instruction: Does Age Make a Difference to Learners' Attitudes?
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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A systematic review of CALL in English as a second language : Focus on primary and secondary education
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Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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A systematic review of CALL in English as a second language: Focus on primary and secondary education
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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