肥満と物理教育
To my knowledge, there is no scientific evidence to prove that all-English ESL instruction automatically leads to faster or better acquisition of the English language. However, there are clearly substantial benefits to teaching English "in English". First and foremost, all-English instruction increases English input. According to many researchers, maximizing second language (L2) input is an essential condition for L2 acquisition. I think that all teachers would agree that increased exposure to English can only have a positive effect on learners.
発熱1793の複数のコピーを購入する場所
On the other hand, there are proven disadvantages to eliminating L1 support from ESL instruction. The greatest of these is a possible increase in learner anxiety. Much research has shown that anxiety is a significant barrier to L2 acquisition. By removing L1 support, teachers run the risk that learners will become more fearful and that this anxiety will impact negatively on their learning.
男性の魂bythomasの痛みをしようと時間
Many of the ESL learners that I observed in London, Canada were visibly anxious. Moreover, the learners with the weakest L2 skills demonstrated the greatest anxiety. I also noticed that the more anxious learners were less likely to participate in classroom activities, even those requiring little or no L2 output. I feel certain that even a little L1 support would have put those anxious learners more at ease and thereby facilitated their L2 acquisition. Fortunately, for many of us teaching in Japan, we have the option to provide L1 support to our students.
The implications of research into language acquisition seem clear. While it is laudable to use as much English as possible in the classroom, we must not do so when it dramatically increases learner anxiety. A little Japanese support at the right time can go a long way to helping our students learn English.
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