The Perspectives of University-Level Students in Taiwan and China on L1 Use in English Course_

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題名：	The Perspectives of University-Level Students in Taiwan and China on L1 Use in English Course
書刊名：	國立虎尾科技大學學報
作者：	邱碧娥
作者(外文)：	Chiou, Bella
出版日期：	2016
卷期：	33:3
頁次：	頁89-109
主題關鍵詞：	第一語言；第二語言；目標語；第一語言的使用；First language；Second language；Target language；L1 use
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:2 點閱:4

根據ETS的報告，台灣應試者多年來參加多益考試的成績比中國大陸的應試者差，其成績相較於其他亞洲國家也是在倒數第四或第五名。1990年代雙方教育當局在英語教育政策上皆做修正，希望能提升學生的英語能力。其結果是中國大陸學生成績一直提升，而台灣學生則逐漸退步。這兩個區域的學生都以他們的第一語言(中文)為主要教學媒介。第一語言在外語教學上一直以來被視為很重要，所以作者藉由探討台生與陸生在英語課室使用中文來輔助教學的觀點是否有所不同，以作為教學參考。共有543位分別來自台北某大學及西安某大學非英文系的學生參加此研究。參與者在課堂上填寫問卷。問卷結果採用敘述統計、因素分析及獨立樣本T檢定來分析兩者差異。研究發現，兩組學生在英語課使用中文教學並無太大差異，大部分學生贊成使用中文來學習英文。根據研究發現，對未來的研究方向及教學策略皆提供建議。

以文找文

The average score on the listening and reading sections of Taiwanese test-takers was inferior to Mainland China test-takers of the TOEIC test for years, according to ETS reports. Besides, the average Taiwanese score ranked fourth or fifth from the bottom compared to other countries in Asia. Both educational authorities amended the policies of English education in 1990s to promote students' English proficiency. As a result, the English proficiency of China students is boosting while that of Taiwan students is falling behind. These two groups share the same L1, Chinese, which is the main medium for instruction in class. To examine the role of L1 use viewed as an influential role in the EFL teaching and learning process, thus, the author tries to investigate the university-level students' attitudes towards the use of Chinese in the English class setting in Taiwan and China to see the differences for reference in pedagogy. The study involved 543 non-English-major students enrolled in English classes in Taipei, Taiwan and Xian, China. The participants completed the Questionnaire during the class. Descriptive statistics and factor analysis were used to analyze the data. Then, an independent-samples t-test was applied to compare the differences between these two groups. According to the findings, there was a slight discrepancy between them. The majority of the participants favored Chinese use in the class. Based on the findings, the future study and the pedagogical strategy are made.

以文找文

期刊論文
1.	Jin, Lixian、Cortazzi, Martin(2002)。English Language Teaching in China: A Bridge to the Future。Asia Pacific Journal of Education，22(2)，53-64。
2.	Schweers, C. W. Jr.(1999)。Using L1 in the L2 classroom。English Teaching Forum，37(2)，6-13。
3.	Stott, N.(2001)。Helping ESL Students become better readers: Schema theory applications and limitations。The Internet TESL Journal，7(11)，1-7。
4.	Cummins, Jim(2007)。Rethinking monolingual instructional strategies in multilingual classrooms。Canadian Journal of Applied Linguistics，10(2)，221-240。
5.	Tang, J.(2002)。Using L1 in the English classroom。English Teaching Forum，40(1)，36-44。
6.	Weschler, R.(1997)。Uses of Japanese (L1) in the English classroom: Introducing the Functional-Translation Method。The Internet TESL Journal，3(11)。
7.	Bouangeune, S.(2009)。Using L1 in teaching vocabulary to low. English proficiency level students: A case study at the national university of Laos。English Language Teaching，2(3)，186-193。
8.	Cook, V.(2001)。Using the first language in the class。Canadian Modern Language Review，57，402-512。
9.	Baterman, B.(2008)。Student teachers' attitudes and beliefs about using the target language in the classroom。Foreign Language Annals，41(1)，11-28。
10.	Storch, N.、Wigglesworth, G.(2003)。Is there a role for the use of the L1 in an L2 setting?。TESOL Quarterly，37(4)，760-770。
11.	Mangubhai, F.(2006)。What can EFL teachers learn from immersion language teaching?。The Asian EFL Journal，7(4)，203-212。
12.	Turnbull, Miles(2001)。There is a Role for the L1 in Second and Foreign Language Teaching, But…。Canadian Modern Language Review，57(4)，531-540。
13.	Pan, L.、Block, D.(2011)。English as a "global language" in China: An investigation into learners' and teachers' language beliefs。System，39(3)，391-402。
14.	Chern, Chiou-Lan(2002)。English Language Teaching in Taiwan Today。Asia Pacific Journal of Education，22(2)，97-105。
15.	Stanley, K.(2002)。Using the first language in second language instruction: If, when, why and how much?。TESL-EJ Forum，5(4)，29。
16.	Cummins, J.(1979)。Linguistic interdependence and educational development of bilingual children。Review of Educational Research，49(2)，222-251。
17.	An, S.(2013)。Schema theory in reading。Theory and Practice in Language Studies，3(1)，130。
18.	Bhooth, A.、Azman, H.、Ismail, K.(2014)。The role of the LI as a scaffolding tool in the EFL reading classroom。Procedia-Social and Behavioral Sciences，118，76-84。
19.	邱碧娥(20131200)。A Comparison of Immersion English Instruction and Sheltered English Instruction in the English Listening Courser: An Action Research。通識論叢，16，109-125。
20.	邱碧娥(20141200)。Rethinking the Role of L1 in the EFL Classroom。英語教學，38(4)，53-78。
21.	邱碧娥(20141000)。Listening to What They Say--Different Attitudes towards English-only or Chinese-add-on。正修學報，27，259-283。
22.	Cianflone, E.(2009)。L1 use in English courses at university level, a survey of literature on students and teachers' perspectives。ESP World Issue，1(22)。
23.	Du, H.(2012)。College English teaching in China: Responses to the new teaching goal。TESOL in Context，22(s3)，1-13。
24.	Educational Testing Service(2010)。2009 report on test takers worldwide: The TOEIC® listening and reading test。多益季刊，22，1-5。
25.	Educational Testing Service(2011)。2010 report on test takers worldwide: The TOEIC® listening and reading test。多益季刊，27，16-21。
26.	Educational Testing Service(2013)。2012 report on test takers worldwide: The TOEIC® listening and reading test。多益季刊，32，1。
27.	Educational Testing Service(2014)。2013 report on test takers worldwide: The TOEIC® listening and reading test。多益季刊，36，2-20。
28.	Machaal, B.(2012)。The use of Arabic in English classes: A teaching support or a learning hindrance。Arab World English Journal，3(2)，194-232。
29.	Manara, C.(2007)。The use of L1 support: Teachers' and students' opinions and practices in an Indonesian context。The Journal of Asia TEFL，4(1)，145-178。
30.	Meyer, H.(2008)。The pedagogical implications of L1 use in the L2 classroom。共愛校前橋國際大學學報，8，147-160。
31.	Wong, R. M. H.(2010)。The effectiveness of using English as the sole medium of instruction in English classes: Student responses and improved English proficiency。Porta Linguarum，13，119-130。
32.	Nation, Paul(2003)。The role of the first language in foreign language learning。Asian EFL Journal，15，1-8。

研究報告
1.	Huang, S. Y.(1997)。Working towards a comprehensive Freshman English curriculum (Part II): A description of the Freshman English programs for non-English majors in Taiwan and a study of the differences between expectations and reality。

其他
1.	Nazary, M.(2008)。The role of L1 in L2 acquisition: Attitudes of Iranian university students，http://www.novitasroyal.org/nazary.pdf， 2010/09/10。
2.	Prodromou, L.(2002)。From mother tongue to other tongue，http://www.teachingenglish.org.uk/think/methodology/mothrrtongue.shtml， 2010/09/10。
3.	Educational Testing Service(2016)。2015 report on test takers worldwide: The TOEIC® listening and reading test，https://www.etsglobal.org/content/download/16378/276472/file/2015%20Report%20on%20Test%20Takers%20Worldwide%20-The%20TOEIC%20Listening%20and%20Reading%20Test.pdf。
4.	Educational Testing Service(2015)。2014 report on test takers worldwide: The TOEIC® listening and reading test，https://www.ets.org/s/toeic/pdf/ww_data_report_unlweb.pdf。
5.	Morahan, M.(2010)。The use of students' first language (L1) in the second language (L2) classroom，http://www.labschool.pdx.edu/PD_Mini_Modules/images/8/81/MorahanL2inL1class.pdf。

圖書論文
1.	Cummins, J.(2008)。Teaching for transfer: challenging the two solitudes assumption in bilingual education。Encyclopedia of Language and Education Vol. 5: Bilingual education。Springer。

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