Why are Some Students Reluctant to Use L2 in EFL Speaking Classes? An Action Research at Tertiary Level
Why are Some Students Reluctant to Use L2 in EFL Speaking Classes? An Action Research at Tertiary Level
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为什么有些学生不愿意在 EFL 口语课程中使用 L2？
DOI：
10.1016/j.sbspro.2014.01.635
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Merve Savaşçı
中科院分区：
文献类型：
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作者：
Merve Savaşçı
长期以来，ESL/EFL语境中的焦点一直集中在语法翻译上，直到声称具有良好交际技能的现代交际方法介入。然而，如今教师对英语口语交际课的抱怨之一是学生不愿说英语。虽然学生可能会参加其他技能的课程，如阅读、写作和听力，但当涉及到用第二语言(L2)说话时，他们表现得更不情愿。正如Ali(2007)所建议的那样，“在ESL环境中，不愿意在课堂内外说英语的学习者并不是一件微不足道的事情”。学生的水平不是一个情感因素，这个问题从初级到高级都存在于ESL/EFL学习者中。考虑到学生在英语课堂上不采取积极的言语角色，对22名在土耳其英语环境下学习英语的大学的年轻人进行了一项行动研究。通过李克特量表问卷和一对一半结构式访谈收集数据。结果表明，焦虑、害怕被轻视、教师策略、文化等因素都会影响说话者的不情愿问题。本文阐述了英语口语交际课堂不情愿的原因，学习者对这一问题的看法，并为第二语言学习领域如何使学生愿意参与提供了解决方案。
The focus in ESL/EFL contexts had been on grammar translation for a long time until the modern communicative approaches claiming good communication skills stepped in. Nevertheless, one of the complaints that teachers nowadays make about English oral communication classes is that students are reluctant to speak English. While the students may participate in the class in other skills such as reading, writing and listening, they behave much more unwillingly when it comes to speaking in second language (L2). As Ali (2007) suggests “willing learners in an ESL setting who are unwilling to speak English within and beyond the boundaries of the classroom is not a trivial matter” as it is believed. The level of the students is not an affective factor and the problem exists among ESL/EFL learners from beginning to more advanced levels. Considering that students do not adopt active speech roles in EFL classrooms, an action research was conducted among 22 young adults studying at an English-medium university in an Turkish EFL setting. Data were gathered through likert scale questionnaires and one-to-one semi-structured interviews. The results indicated that several factors such as anxiety, fear of being despised, teacher strategy, and culture were found to influence the reluctance problem among speakers. The present paper brings forth the reasons for reluctance in EFL oral communication classes, learners’ perspective on this issue and provides solutions to the field of second language learning on how to make students willing to participate.