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Please use this identifier to cite or link to this item: http://hokuga.hgu.jp/dspace/handle/123456789/1426

Title: A Proposal to Use Classroom Discourse Frames to Investigate Patterns of Teacher L1 Use
Authors: Yonesaka, Suzanne
Issue Date: 30-Nov-2005
Publisher: 北海学園大学人文学会
Abstract: This paper proposes a theory-driven yet practical instrument for teachers to use when examining their own classroom use of the L1. First, the author summarizes research on what EFL teachers in monolingual classrooms, especially those in Japan, believe about teacher L1 use. Teacher beliefs about their own L1 use are strongly influenced by the particular socio-cultural context of their classroom. In Japan, there are four stances (Virtual, Maximal, Optimal, and Regressive) that teachers take. Second, the author discusses how and why EFL teachers in monolingual classrooms, especially those in Japan, use the L1, concluding that researchers must clearly separate the two issues of how teachers use the L1 and why they do so. Finally, the author proposes that teachers use classroom discourse frames to discover patterns in their own L1 use.
URI: http://hokuga.hgu.jp/dspace/handle/123456789/1426
Appears in Collections:第32号

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