任务型教学法下的教师语言——对中国EFL课堂上教师母语使用效果的研究

Teacher’s Talk in Task-Based Language Teaching Context—Study on the Efficacy of Teacher’s L1 Use in Chinese EFL Classroom

摘要: 本研究旨在调查教师在外语教学中第一语言(L1)的使用情况，特别是在实施任务型语言教学法(TBLT)的非母语的英语教学(EFL)课堂上，教师在中文和英文之间的语言转换。本研究采用定量和定性相结合的研究方法，从数量、背景、模式、因素四个方面探讨教师的中文使用情况，以及如何使其实现教学效果的最大化。此外，本研究还调查了教师和学习者对教师使用L1的态度。结果表明，教师对L1的使用持有不同的观点，并在解释语法知识时最常使用中文，而学习者倾向于教师保持较少的L1输入。本研究从交际语言教学(CLT)的角度出发，有助于指导教师在课堂上有效使用L1。

Abstract: This study aims to find out teachers’ use of their first language (L1) in particular, switching between Chinese and English in teaching English as a Foreign Language (EFL) classroom where Task-Based Language Teaching (TBLT) is implemented. The study employs both quantitative and qualitative research methods to explore teachers’ practice in Chinese use from four aspects: amount, context, patterns, and factors, and how the teaching efficacies are maximized in such teaching context. Also, both teachers’ and learners’ attitudes toward teachers’ L1 use are examined. The overall findings suggest that teachers tend to hold different pedagogical opinions toward L1 use, and that Chinese is most frequently used when explaining grammar knowledge. Students, on the other hand, prefer less L1 input. Drawing from the perspective of Communicative Language Teaching (CLT), this study is helpful to guide teachers to effectively use L1 in the classroom.