ABSTRACT

FL literature lessons in Dutch secondary education present a potential dilemma for teachers in terms of language use. On the one hand teachers are encouraged to support target language (TL) input and output to promote foreign language (FL) learning. On the other hand, the curricular culture in the Netherlands has historically stipulated that FL literature teaching should take place in the first language (L1). Furthermore, studies on TL/L1 use in FL lessons suggest teachers and students turn to L1 when discussing complex content such as a passages from a literary texts. As such, it is unknown what is currently happening regarding TL/L1 use during FL literature lessons in the Netherlands. Therefore, this descriptive study investigates how much and during which classroom activities TL/L1 were used in English as a foreign language (EFL) literature classrooms. Twenty-four lessons (four for each of six teachers) were video-recorded and TL/L1 use analysed. Results show that although students used mostly L1, teachers predominantly used TL, revealing them to be actively providing a language focus in EFL literature lessons. TL/L1 use by teachers and students differed between classrooms and individual lessons; TL/L1 choice was generally not determined by classroom activities but by teacher consistency and encouragement.

摘要

荷兰中学教育中的外语文学课在语言使用方面给教师带来了潜在的困境。一方面，鼓励教师支持目标语言（TL）的输入和输出，以促进外语（FL）的学习。另一方面，荷兰的课程文化在历史上规定，外语文学教学应以母语（L1）进行。此外，有关在外语教学中使用TL / L1的研究表明，教师和学生在讨论复杂内容（例如文学课文的段落）时会转向L1。因此，在荷兰的FL文学课上，有关TL / L1使用的最新情况尚不明确。因此，这项描述性研究调查了在英语作为外语（EFL）文学教室中使用TL / L1进行课堂活动的数量和时间。录制了二十四节课（六位老师中的每一位），并分析了TL / L1的使用。结果表明，尽管学生主要使用L1，但教师主要使用TL，这表明他们在EFL文学课程中积极提供语言重点。课堂和个别课程之间，师生使用TL / L1的方式有所不同。TL / L1的选择通常不是由课堂活动决定的，而是由老师的毅力和鼓励决定的。揭示他们在EFL文学课程中积极提供语言重点。课堂和个别课程之间，师生使用TL / L1的方式有所不同。TL / L1的选择通常不是由课堂活动决定的，而是由老师的毅力和鼓励决定的。揭示他们在EFL文学课程中积极提供语言重点。课堂和个别课程之间，师生使用TL / L1的方式有所不同。TL / L1的选择通常不是由课堂活动决定的，而是由老师的毅力和鼓励决定的。