Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
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探讨日语英语双语助教作为外语学习者的价值
DOI：
10.1080/09571736.2012.678275
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
N.
中科院分区：
文献类型：
--
作者：
Ernesto M.;Nakatani;Y.;Hayashi;Y. & Khabbazbashi;N.
我们报告了一项小规模的探索性研究，研究了日本学生在英国的英语留学课程中使用双语语言助手的反应，并深入了解了使用双语助手对口语产生的可能影响。大学一年级学生被分成三组，均由一名单语（母语）英语教师授课。两位老师有单语助理帮助他们；第三组有一位双语（日英）助理。在第三组中，学生们被鼓励向助理寻求英语含义的帮助，并提供日语短语的英语对应，特别是在以学生为中心的活动中。此外，第三组学生被鼓励用英语进行语码转换，而不是吞吞吐吐或沉默不语。在前两组中，学生们被积极劝阻不要在课堂上使用日语。来自开放式问卷的数据表明，人们对拥有双语助理的态度总体上是积极的。此外，在三周的时间里，“双语”组在流利程度和总体口语得分方面取得了最大的进步，尽管这些进步在统计上并不显著。本文探讨了进一步研究的建议，特别是关于双语助理是否可以为EFL学习者面临的跨文化挑战提供支持。
We report on a small-scale exploratory study of Japanese students' reactions to the use of a bilingual language assistant on an EFL study-abroad course in the UK and we give an insight into the possible effect of using bilingual assistants on speaking production. First-year university students were divided into three groups all taught by a monolingual (native) speaker of English. Two teachers had monolingual assistants to help them; the third group had a bilingual (Japanese–English) assistant. In the third group, students were encouraged to ask the assistant for help with English meanings and to provide English equivalents for Japanese phrases, especially during student-centred activities. Moreover, the students in the third group were encouraged to code-switch rather than speak hesitantly or clam up in English. In the first two groups, the students were actively discouraged from using Japanese among themselves in the classroom. The data from an open-ended questionnaire suggest that attitudes to having a bilingual assistant were generally positive. Moreover the ‘bilingual’ group made the biggest gains over the three week period in fluency and in overall speaking scores although these gains were not statistically significant. Suggestions for further research are explored particularly in relation to whether a bilingual assistant may provide support with the cross-cultural challenges faced by EFL learners.