{"title":"在 EFL 课堂中使用 L1 和翻译:哈萨克斯坦中学教师态度定量调查","authors":"Aidana Smagul","doi":"10.1016/j.system.2024.103443","DOIUrl":null,"url":null,"abstract":"<div><p>This study, involving 100 Kazakhstani secondary school English as a Foreign Language (EFL) teachers selected through convenience sampling, aims to explore their attitudes towards incorporating learners' first language (L1) and translation in English teaching. The results of a 5-point Likert scale questionnaire unveil a mixed attitude among teachers. They acknowledge the efficacy of integrating L1 and translation as pedagogical tools in language teaching while strongly favouring English-only instruction. This preference is influenced by institutional factors such as curricula, the opinions of colleagues, and textbooks, all of which actively promote English-only instruction. Additionally, the analysis of contextual variables, such as teaching experience, academic level, school type, class size, and language proficiency, suggests that the extent of L1 and translation use also depends on teachers' and learners' English language proficiency, school type, and class size. This research provides empirical insights into the use of L1 and translation in EFL classrooms and contributes to the broader discourse on language pedagogy and translation in language teaching (TILT). The findings suggest important implications for teachers, school administrators, textbook writers, and researchers, calling for a critical re-evaluation of current educational policies and tasks in English textbooks.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103443"},"PeriodicalIF":4.9000,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools\",\"authors\":\"Aidana Smagul\",\"doi\":\"10.1016/j.system.2024.103443\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This study, involving 100 Kazakhstani secondary school English as a Foreign Language (EFL) teachers selected through convenience sampling, aims to explore their attitudes towards incorporating learners' first language (L1) and translation in English teaching. The results of a 5-point Likert scale questionnaire unveil a mixed attitude among teachers. They acknowledge the efficacy of integrating L1 and translation as pedagogical tools in language teaching while strongly favouring English-only instruction. This preference is influenced by institutional factors such as curricula, the opinions of colleagues, and textbooks, all of which actively promote English-only instruction. Additionally, the analysis of contextual variables, such as teaching experience, academic level, school type, class size, and language proficiency, suggests that the extent of L1 and translation use also depends on teachers' and learners' English language proficiency, school type, and class size. This research provides empirical insights into the use of L1 and translation in EFL classrooms and contributes to the broader discourse on language pedagogy and translation in language teaching (TILT). The findings suggest important implications for teachers, school administrators, textbook writers, and researchers, calling for a critical re-evaluation of current educational policies and tasks in English textbooks.</p></div>\",\"PeriodicalId\":48185,\"journal\":{\"name\":\"System\",\"volume\":\"125 \",\"pages\":\"Article 103443\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2024-08-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"System\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0346251X24002252\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X24002252","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools
This study, involving 100 Kazakhstani secondary school English as a Foreign Language (EFL) teachers selected through convenience sampling, aims to explore their attitudes towards incorporating learners' first language (L1) and translation in English teaching. The results of a 5-point Likert scale questionnaire unveil a mixed attitude among teachers. They acknowledge the efficacy of integrating L1 and translation as pedagogical tools in language teaching while strongly favouring English-only instruction. This preference is influenced by institutional factors such as curricula, the opinions of colleagues, and textbooks, all of which actively promote English-only instruction. Additionally, the analysis of contextual variables, such as teaching experience, academic level, school type, class size, and language proficiency, suggests that the extent of L1 and translation use also depends on teachers' and learners' English language proficiency, school type, and class size. This research provides empirical insights into the use of L1 and translation in EFL classrooms and contributes to the broader discourse on language pedagogy and translation in language teaching (TILT). The findings suggest important implications for teachers, school administrators, textbook writers, and researchers, calling for a critical re-evaluation of current educational policies and tasks in English textbooks.
期刊介绍:
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.