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Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning

机译:成人学习者对他们的母语在外语教学中的理解

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This article challenges the theory and practice of the exclusion of the adult learner's first language (L1) by reporting learners’ overwhelmingly positive perceptions of its incorporation in foreign language teaching and learning. Classroom-based research was undertaken with university students in an English as a foreign language course which included and incorporated the L1. Upon completion of the course the learner-participants were asked for their perceptions of the experience in written form, this being the data collected. Results of the research demonstrate learners’ positive response to the experience in their expressions of how and why they considered that the inclusion of the L1 had been beneficial to their foreign language learning experience. While the focuses of the research were literate Spanish-speaking adults in Mexico and English as the target language, the views of learner-participants expressed in the data concerning the inclusion and incorporation of the L1 in the foreign language learning experience suggest that the practice would be applicable in EFL teaching situations with learners of different backgrounds and/or with different L1s, and in the teaching of other target languages.
机译:本文通过报告学习者对将其纳入外语教学中的绝大部分积极看法,对排除成人学习者第一语言(L1)的理论和实践提出了挑战。基于课堂的研究是与大学生一起进行的英语作为外语课程,其中包括并结合了L1。课程完成后,要求学习者以书面形式对经验进行理解,这就是所收集的数据。研究结果表明,学习者对他们的经验表达了积极的回应,他们表达了如何以及为什么认为L1的加入对他们的外语学习经验有所帮助。虽然研究的重点是墨西哥的识字西班牙语成年人和英语作为目标语言,但有关将L1纳入和纳入外语学习经验的数据中表达的学习者与参与者的观点表明,该做法将适用于具有不同背景和/或具有不同语言水平的学习者的EFL教学情况,以及其他目标语言的教学。

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    《Applied Linguistics》 |2009年第2期|p.216-235|共20页
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  • 入库时间 2022-08-18 01:11:44

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