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Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction

Onitsuka, Yukiko
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068

Abstract Details

2018, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies.
In second language (SL) and foreign language (FL) learning, language input in the target language (TL) has been recognized as one of the most important factors in language acquisition, along with the role of teachers. This applies especially in FL education, where students have the limited access to authentic materials in the TL. However, recent research has revealed the important role of students’ first language (L1) in the acquisition of the TL. Although this does not grant FL and SL teachers and students freedom to over-rely on the use of the L1, instead of discouraging or ignoring the potential use of L1 in classrooms, researchers has been continuously seeking “maximal” or “optimal” use of TL. In this study, data included an open-ended survey, field notes and audio-taped data from classroom observation transcripts. Classroom observations data were transcribed and analyzed with the coding system called Analysis of Speech Unit (AS-unit) in order to quantify the two very different languages of English and Japanese. Then, they were revisited to be analyzed with the three qualitative methods of open-coding, inductive and typological analyses. The results showed a varying degree of L1 and TL use among the participants. The ratios of the use of L1 and TL or mixed use of L1 and TL were also examined depending on specific class activities. Some activities indicated for some similar tendency among the participants as to which language to incorporate, while others brought about great discrepancies. However, time allocated to specific class activities seemed to have an impact on the ratios of L1 and TL use. Additionally, six pedagogic functions regarding the use of L1 and TL were identified: classroom management, inner communication, feedback, interaction, input and output.
Susan Watts-Taffe, Ph.D. (Committee Chair)
Mary Benedetti, Ed.D. (Committee Member)
Holly Johnson, Ph.D. (Committee Member)
Dennis O'Neill, PhD (Committee Member)
Foreign Language
L1; TL; Dynamic Systems Theory; teacher use of language; Sociocultural Theory; language functions; Foreign Language Instruction

Recommended Citations

Citations

  • Onitsuka, Y. (2018). Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068

    APA Style (7th edition)

  • Onitsuka, Yukiko. Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.

    MLA Style (8th edition)

  • Onitsuka, Yukiko. "Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068

    Chicago Manual of Style (17th edition)

ucin1535704466237068
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© 2018, some rights reserved.Creative Commons License Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction by Yukiko Onitsuka is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.