國立虎尾科技大學 |

The use of first and second language in Chinese university EFL classrooms

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The use of first and second language in Chinese university EFL classrooms/ by Yi Du.
Author:	Du, Yi.
Published:	Singapore :Springer Singapore : : 2016.,
Description:	xii, 264 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	English language - Study and teaching (Higher) -
Online resource:	http://dx.doi.org/10.1007/978-981-10-1911-1
ISBN:	9789811019111

The use of first and second language in Chinese university EFL classrooms
Du, Yi.

The use of first and second language in Chinese university EFL classrooms[electronic resource] /by Yi Du. - Singapore :Springer Singapore :2016. - xii, 264 p. :ill., digital ;24 cm.

Foreword -- Acknowledgements -- Table of Contents -- List of Tables -- List of Figures -- Chapter 1 Introduction -- Section A Background and Design -- Chapter 2 The L1 in L2 learning and teaching -- Chapter 3 Code-switching -- Chapter 4 Research Design -- Section B Results -- Chapter 5 Classroom Data -- Chapter 6 Interviews -- Chapter 7 Stimulated Recall -- Section C Conclusions -- Chapter 8 Discussion and Conclusions -- Bibliography -- Appendices(Introductory Note) -- Appendix 1: Sample Analysis of Code-Switching Instances (Carl) -- Appendix 2: Sample Pre- and Post-Observation Interview (Anne)

This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences of four Chinese EFL teachers who were teaching non-English major students at four different proficiency levels. It examines these four teachers' actual use of L1 and L2, including the distribution of their L1 and L2 use; the circumstances, functions and grammatical patterns of their language use; and their language use across different frames of classroom discourse. It also explores their attitudes and beliefs regarding this issue in depth, as well as their own perceptions of and reasons for their language use and possible influencing factors. Through its detailed analysis of the teachers' language use, as well as their respective beliefs and decision-making techniques, this book contributes to L2 teachers' professional development and L2 teaching in general, especially with regard to establishing a pedagogically principled approach to L1 and L2 use.

ISBN: 9789811019111

Standard No.: 10.1007/978-981-10-1911-1doiSubjects--Topical Terms:

1113226
English language
--Study and teaching (Higher)

LC Class. No.: PE1068.C5

Dewey Class. No.: 428.0071051

The use of first and second language in Chinese university EFL classrooms
LDR:02543nam a2200313 a 4500 001 866782
003 DE-He213
005 20170216110928.0
006 m d
007 cr nn 008maaau
008 170720s2016 si s 0 eng d
020 $a 9789811019111 $q (electronic bk.)
020 $a 9789811019104 $q (paper)
024 7 $a 10.1007/978-981-10-1911-1 $2 doi
035 $a 978-981-10-1911-1
040 $a GP $c GP
041 0 $a eng
050 4 $a PE1068.C5
072 7 $a CB $2 bicssc
072 7 $a LAN009000 $2 bisacsh
082 0 4 $a 428.0071051 $2 23
090 $a PE1068.C5 $b D812 2016
100 1 $a Du, Yi. $3 1113225
245 1 4 $a The use of first and second language in Chinese university EFL classrooms $h [electronic resource] / $c by Yi Du.
260 $a Singapore : $c 2016. $b Springer Singapore : $b Imprint: Springer,
300 $a xii, 264 p. : $b ill., digital ; $c 24 cm.
505 0 $a Foreword -- Acknowledgements -- Table of Contents -- List of Tables -- List of Figures -- Chapter 1 Introduction -- Section A Background and Design -- Chapter 2 The L1 in L2 learning and teaching -- Chapter 3 Code-switching -- Chapter 4 Research Design -- Section B Results -- Chapter 5 Classroom Data -- Chapter 6 Interviews -- Chapter 7 Stimulated Recall -- Section C Conclusions -- Chapter 8 Discussion and Conclusions -- Bibliography -- Appendices(Introductory Note) -- Appendix 1: Sample Analysis of Code-Switching Instances (Carl) -- Appendix 2: Sample Pre- and Post-Observation Interview (Anne)
520 $a This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences of four Chinese EFL teachers who were teaching non-English major students at four different proficiency levels. It examines these four teachers' actual use of L1 and L2, including the distribution of their L1 and L2 use; the circumstances, functions and grammatical patterns of their language use; and their language use across different frames of classroom discourse. It also explores their attitudes and beliefs regarding this issue in depth, as well as their own perceptions of and reasons for their language use and possible influencing factors. Through its detailed analysis of the teachers' language use, as well as their respective beliefs and decision-making techniques, this book contributes to L2 teachers' professional development and L2 teaching in general, especially with regard to establishing a pedagogically principled approach to L1 and L2 use.
650 0 $a English language $x Study and teaching (Higher) $x Chinese speakers. $3 1113226
650 1 4 $a Linguistics. $3 557829
650 2 4 $a Applied Linguistics. $3 671516
650 2 4 $a Sociolinguistics. $3 555401
650 2 4 $a Language Education. $3 668404
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-981-10-1911-1
950 $a Social Sciences (Springer-41176)