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English Language Teaching, v3 n2 p119-128 Jun 2012

Drawing upon the literature on the history of the language teaching methods focusing on the use of L1 in L2 teaching, the debate surrounding the role of L1 in the L2 classroom in general and in the English classroom in particular and recent studies of the issue, this article presents at its core a study that investigated the attitudes of Vietnamese university teachers toward the use of Vietnamese in English Language Teaching (ELT) in the context of Vietnam. A total of 12 teachers from three universities in Ho Chi Minh City, Vietnam participated in the study. The data was collected via questionnaire and semi-structured interview. The findings support the judicious use of Vietnamese in some situations in ELT. The results also highlight that the use of Vietnamese is not the same in all ELT classrooms. Instead, it should be adapted to suit the context of a specific classroom.

Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning, Vietnamese, Teaching Methods, English Teachers, College Faculty, Teacher Attitudes, Questionnaires, Semi Structured Interviews, Bilingual Education, Language Attitudes

Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt[at]ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt





Autor: Anh, Kieu Hang Kim

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1873&id=EJ1081650







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