Alternative TitleJustifying and Incorporating the Judicious Use of L1 in Japanese School Education for Foreign Languages
日本の学校外国語教育における賢明な母語使用の正当化と具現化
Note (General)In recent years, first language (hereafter, L1) use has been recognized in the fields of applied linguistics and foreign language education, being linked with the L1 use in authentic communication in the present multilingual society, with the affirmative view of the bilingual’s identity, and with equality education as well as with the research findings that the L1 use facilitates L2 learning. Also, studies about teachers’ and students’ actual L1 uses have been conducted both in the ESL (English as a Second Language) and EFL (English as a Foreign Language) learning contexts across the world to identify its functions. However, there is a strongly rooted belief that a second/foreign language (hereafter, L2) is best learned through monolingual teaching where L2 is used exclusively in class. In particular, the new Courses of Study (hereafter, COSs) for Japanese school education for foreign languages (MEXT, 2017a, 2017b, 2018) seem to encourage monolingual teaching through English-only principle and the introduction of a new test and external examinations for university admissions, neither of which includes L1-related items (MEXT, 2017c).Responding to the said conditions, this dissertation aims at justifying teachers’ and students’ uses of the Japanese language (L1) in English (L2) classrooms in the context of Japan, based on the current trends of theories, concepts, and empirical studies that support the L1 use. Moreover, the dissertation tries to incorporate the L1 use into the goals and objectives of the new COS for senior high schools, classroom activities, and assessment after organizing L1-related terminology. The paper consists of the following five chapters in order to accomplish these two aims.Chapter 1 introduces three articles that have motivated the author to further work on the issues behind the L1 use and clarifies her stance about it in L2 education based on her own experiences as an L2 learner/user, followed by the aims of this paper and brief introduction of each chapter. Chapter 2 justifies the L1 use by overviewing the past literature that investigated and discussed it from various angles. It explores how L1 has been treated from a historical, theoretical, and empirical lens, telling readers about why monolingual teaching has spread all over the world, how students’ L1 has been acknowledged through the growing interest in bilingual teaching, the emergence of dynamic bilingualism (García & Wei, 2014), the spread of plurilingualism (Council of Europe, 2001, 2018), the different perspectives on goals of language teaching and learning, and teacher’s and students’ actual uses of and beliefs about the L1 use. The chapter then talks about the L1/L2 controversies and high-stakes examinations in Japan and ends with a chapter summary that includes a rationale for the studies in the following chapter. Chapter 3 narrows the scope of research down to the Japanese context and introduces four studies, so as to disclose teachers’ beliefs about translation items in the English component of national university entrance examinations (Masuda & Matsuzawa, 2017), students’ beliefs about translation use in class and in future (Masuda, 2017), teachers’ beliefs about codeswitching in language classrooms (Masuda & Matsuzawa, 2018), and the treatment of the L1 use in the commentaries of the COSs for elementary, junior high, and senior high schools (Masuda, 2018). These four studies are discussed in Chapter 4, by being compared with the overviewed literature in terms of monolingual and bilingual teaching, internal and external goals, the L1 use inside and outside and classroom, and teachers’ and students’ beliefs. After the discussion, taxonomy about the L1 use (pedagogical translation, codeswitching, and self-translation) is presented to avoid negative views about the L1 use and translation. Chapter 5 focuses on one of the terms in the taxonomy, pedagogical translation, showing some examples of incorporating its use into the goals and objectives of the new senior high school COS, classroom activities, and assessment as Pedagogical Implication, from the perspective of mediation (Council of Europe, 2001, 2018) as specific language and translating skills. The pedagogical implication is followed by a summary of this dissertation and future research based on its research limitations.
学位の種類: 博士（教育学）. 報告番号: 甲第4596号. 学位記番号: 新大院博（教）甲第23号. 学位授与年月日: 平成31年3月25日
新大院博（教）甲第23号
開始ページ : 1
終了ページ : 160
Collection (particular)国立国会図書館デジタルコレクション > デジタル化資料 > 博士論文
Date Accepted (W3CDTF)2019-08-03T12:23:27+09:00
Data Provider (Database)国立国会図書館 : 国立国会図書館デジタルコレクション