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Language background and learners’ attitudes to own-language use

Language background and learners’ attitudes to own-language use

 2017.
 p. 197–217.
Language backgroundLearners’ attitudesEnglish instructionLanguage use
Nhan đề Language background and learners’ attitudes to own-language use / Paweł Scheffler, May Olaug Horverak, Weronika Krzebietke, Sigrunn Askland.
Thông tin xuất bản 2017.
Mô tả vật lý p. 197–217.
Tóm tắt Learners’ language background is one of the factors which may influence the amount and functions of own-language use in English instruction. This article reports a study in which a group of almost 400 Polish and Norwegian secondary school learners of English were asked how their own languages are used in the classroom, how they use them when they study English at home, and, finally, how they assess their usefulness in relation to various aspects of learning English. In the study, learners’ behaviour and beliefs were investigated through a questionnaire and through interviews. The results indicate that Polish and Norwegian secondary classrooms are in many respects similar concerning how the students’ own languages are used. Also, there were few significant differences between Polish and Norwegian students’ attitudes to whether own-language use is useful for learning English. More significant differences were found in how these two groups of learners use their own languages to support the learning of English at home.
Từ khóa tự do Language background
Từ khóa tự do Learners’ attitudes
Từ khóa tự do English instruction
Từ khóa tự do Language use
Nguồn trích ELT Journal - Volume 71, Issue 2, 1 April 2017
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Learners’ language background is one of the factors which may influence the amount and functions of own-language use in English instruction. This article reports a study in which a group of almost 400 Polish and Norwegian secondary school learners of English were asked how their own languages are used in the classroom, how they use them when they study English at home, and, finally, how they assess their usefulness in relation to various aspects of learning English. In the study, learners’ behaviour and beliefs were investigated through a questionnaire and through interviews. The results indicate that Polish and Norwegian secondary classrooms are in many respects similar concerning how the students’ own languages are used. Also, there were few significant differences between Polish and Norwegian students’ attitudes to whether own-language use is useful for learning English. More significant differences were found in how these two groups of learners use their own languages to support the learning of English at home.
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