First language use_in_the_second_language_classroom

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Transcript of First language use_in_the_second_language_classroom

  • 1. First Language Use in the Second Language Classroom SEMIR TESKEREDI AND MINELA KERLA UNIVERSITY OF ZENICA

2. The use of First Language in L2 classroom O Teacher use- Give instructions - Explain complex ideas - Explain complex grammar pointsO Student use - Clarify meanings - Intercommunication 3. Teaching Methods O The Holistic Approach- Interactive O The Silent Way - Seldom use of L1 O Total Physical Response - Close to total immersion 4. Implications of L1 use in the classroom O Affective Filter Hypothesis- Managing different levels of input O Language Anxiety - Test anxiety - Fear of negative evaluation O Classroom Management - L1 or L2 orders 5. Methodology Hypotheses O H1: There is statistically significant correlationbetween defined variables SPINOP, SPINON, SOSA, KLSI, L1 L2 O H2: There is statistically significant correlation between defined variables SPINOP, SPINON, SOSA, KLSI, L1 L2 and age. O H3: There is statistically significant correlation between defined variables SPINOP, SPINON, SOSA, KLSI, L1L2 and gender. 6. Sample and Procedure O The survey included 60 respondents (40girls and 20 boys) in the Elementary school Kiseljak 1 in Hrastovi, municipality Kiseljak. 7. Procedure O Testing was conducted in groups during theday in Elementary school Kiseljak 1. It lasted for a lesson, or 45 minutes and was conducted in the school year. Respondents were given the battery of four instruments with instructions on completing. Students, who did not understand the tests, raised their hands and instructors have been gave them answers. 8. The Questionnaire O SPIN (Positive and Negative Affect Schedule) is thescale of positive and negative feelings. The scale was constructed Waston, Clark and Tellegen O SOSA (Repiti i Kerla , 2011) is social self-esteem scale. O The Learning Style Inventory is derived from an experiential theory and model of learning developed by Kolb (1984). It is a practical self-assessment instrument that can help us assess our unique learning styles, O L1L2 (Kerla i Teskeredi 2013) is scale for measurespreferences of students in using L1 while learning L2. It consists of 6 claims and Likert-type 5 degrees scale. 9. Data Processing O Statistical analysis is carried out throughquantitative methods in SPSS and used the following method: Pearson product- moment correlation coefficient (r) form to calculate the correlation of two variables. 10. Results O The results of our study, we conducted inElementary school Kiseljak 1, on a sample of 60 respondents, were summarized and presented in a table. 11. Correlations SPINOP SPINON SOSA L1L2 KLSICE KLSIRO KLSIAC KLSIAE L1 GENDERGENDERSPINOPSPINONSOSAL2KLSICEKLSIROKLSIACKLSIAE-,052-,023-,128,095-,098-,196-,109-,111,0771-,452(**)-,007-,062,082,222-,116-,119-,1461AGE1AGE,070,318(*),112-,039,143,153SPINOP,365(** )SPINONL1L2,058,136,135-,097-,009,0461-,013,216-,034-,117,0861,086,126-,006,2061SOSA1-,183KLSICEKLSIROKLSIACKLSIAE1,155 -,284(*) ,150-,1471,094 1 12. Based on these results, the upcoming part will be regarding the hypothesis, approval them or rejection them. O OO OO OH1: There is statistically significant correlation between defined variables SPINOP, SPINON, SOSA, KLSI, L1 L2 Based on the results presented in the table 1 it can be concluded that there are statistically significant differences between following variables (negative and statistically significant correlation between SPINOP and AGE = -0,45(**), positive and statistically significant correlation between SPINOP and SOSA=0,31(*), positive and statistically significant correlation between SPINOP and KLSIAE=0,36(**), negative and statistically significant intercorrelation between CE and AE=-0,28(*)). This hypothesis is partially affirmed. H2: There is statistically significant correlation between defined variables SPINOP, SPINON, SOSA, KLSI, L1L2 and age. Based on the results presented in the table 1 it can be concluded that there are statistically significant differences between following variables (negative and statistically significant correlation between SPINOP and AGE =0,45(**)). This hypothesis is partially affirmed. H3: There is statistically significant correlation between defined variables SPINOP, SPINON, SOSA, KLSI, L1L2 and gender. Based on the results presented in the table 1 there are no statistically significant differences therefore this hypothesis is disproven. 13. Conclusion O Based on our research it can be concluded that thelower the age is the higher is the perception of positive school image and that the positive school perception is in positive correlation with social self-esteem as well as with active experimentation. It can be said that the learning style based on concrete experience positively correlated with active experimentation which leads to the conclusion that the children who are open to positive perceptions and evaluation have higher social self-esteem and they are more open to concrete experiences and active experimentation. On the other side preferences of the L1 method does not have any statistically significant correlation with either of the fore mentioned variables which is interesting piece of information for L2 teachers. 14. Research Implications O Our research has been done on 60 respondentswhich presents the limits of the study because one cant generalize the results. The use of L1 in L2 classroom being the theme of the research can be but doesnt have to be used. O As the implication for the future research we suggest to increase the number of respondents as well as including more variables such as: openness for the experiences and other background variables. O As the implication of this research it is needed to question the use of other teaching methods on the concrete results and then compare them with these results. 15. Thank you!