Which is Better for EFL Teaching?
Monolingual Approach or
Bilingual Approach?
Shigeo Uematsu
Kyoto Sangyo University
[email protected]
The 12th Asia TEFL
2014.8.29
The use of the L1 in EFL classes
• The use of the mother tongue in EFL classes is
debatable in the foreign language classroom.
However, if it is used appropriately as a way of
scaffolding for the learners, its role and
contributions it makes to the fields of
language learning and teaching should be
reviewed. (Afzal,2013; Medgyes, 1994; Nagay
& Robertson, 2009; Štulajterova (2007;
Turnbell, 2001).
The use of L1 depends on contexts
• This point of view is expressed clearly by
Sheelagh Deller and Mario Rinvolucri (2003) in
their book “Using the Mother Tongue”.
Widdowson (2003) also called for an explicit
bilingual approach.
• Teachers often use L1 in beginning and
intermediate classes to: give instructions
explain meanings of words
explain complex ideas
explain complex grammar points
Which do students prefer?
(2013 Study)
• The author conducted an experimental study
to compare the evaluations of the 2nd year
Reading class students (n=14 continued to
take my class out of 34), who finished a oneyear English Reading course which divided
into two semesters and the language of
instructions were different, L2 for the first
semester, and L1 for the second.
Why students can’t hear?
• Although MEXT states that it supports the goal of
communicative English abilities, university
entrance exams are comprised mainly of multiple
choice items testing vocabulary, grammatical
knowledge and reading passages.
• Only listening test by IC recorder has been
implemented since 2006, the ratio of test score is
only 50 out of 250 points. No speaking test
administration. Applicants can easily prepare by
examining the listening tests in the past.
Participants
• 34 native Japanese speakers who were college
students at the best national university took
part in this study. The students tested here
represent an elite group and can be
considered Japan’s brightest students
• The class was weekly held 15 times a semester,
90 minutes for each.
Weekly Routines
• Weekly review quiz (15 vocab definitions,
listening problems, fill-in-the-blanks by CD)
• Listening of the new reading chapter and tasks.
(Three times; first normal, second phrase by
phrase, third phrase by phrase, and try
shadowing, (after negotiating by pair, examining
the written text)
• Clarifications of the problems (backgrounds,
meanings, grammar and structures).
• Complete the 15 problems.
Results
• Based on the students’ feedback,
• more students chose L2 (n=4), compared to L1
(n=2).
• However, the most frequent answer was Both
(depends) (n=5).
Students’ comments
• I wanted to make sure information for grading in
Japanese.
• “Every talks were in English. I think it’s better.”
• I did not have an occasion that I couldn’t catch up
with because of the teaching style: no prep
needed. However, shadowing practice at home
took more time than I had expected. I
downloaded the whole CD onto my iPhone and I
did shadowing whenever I had time. It did work!
Students’ comments
• Your English was easier to comprehend than
English native speaking teachers.
• I enjoyed the practices of listening and
production (shadowing).
• During the summer break, I noticed my
listening skill dropped. I found I should have
continued even when I don’t have your class.
• I really appreciated this class. Last year, we
could not choose the class.
Students’ comments
• Last year, the professor dealt with his “niche”
literature text. That was a waste of time.
• Listening practice and “timed” reading were
beneficial.
• Understanding contents without reading the
printed texts were very challenging, but fun.
(2014 Study)
• Inspired the study by Patricia et.al. (2004) that
explored the impact of home reading, with and
without an “audio model” on reading motivation,
comprehension, and fluency. In this study, the use
of “audio models” provided particular benefits for
students aural and oral skills.
• Does reading texts provided through CD audio
make difference for improving students’ listening
comprehension skills?
Treatments
• Experimental class: Conducting class in English,
except for the clarifications of important
information by the use of L1 (e.g. grading policy).
• Using the first semester of 1st-year Reading class,
text contents were provided auditory by the use
of CD phrase by phrase, then shadowing practice.
• Weekly short quiz of the previous week consists
of 15 vocabulary definitions and 10 dictations by
the CD (fill-in-the-blanks)
• Traditional (translation) 1st-year Reading class
without the use of CD worked as a Control.
TOEFL listening section test
• A TOEFL listening section practice test
administered after 15 class contact times in July,
2014.
• Full marks: 50 points.
• Results as follows:
• Experimental group (n = 23) MS = 28.9, SD = 8.01
• Control group (n = 24) MS = 24.0, SD = 6.99
• t(45) = -2.24, p = .03
• Cohen’s d = .67 (medium effect size)
Conclusion
• This could be along with the previous studies
(Lomicka 1998; Salaberry 2001; Ko 2005;
Constantinescu 2007; Kasmani & Davoudy, 2013)
which have reported that using a multimedia
environment is to some extent better than
working in traditional areas without multimedia.
• Even university students can improve their
listening skill in the EFL class under such a
minimum contact hours (weekly 90min, 15
weeks) with the self-study tasks.