授業中の教師のL2 使用に対する学習者の意識と動機づけ

L2 使用増加に伴う学習者の変化に焦点を当てて

抄録

This study elucidates learners' perceptions and motivations regarding teachers' use of their second language (L2 or English) within an L2 classroom setting. The Japanese curriculum demonstrates that high school English classes are mandated to be predominantly conducted in English. The following opinions on this guideline emerge, namely, (1) the effectiveness of teachers' L2 use and (2) the extent to which teachers' L2 use improves students' English proficiency. This study focused on the learners' perceptions and motivations regarding their teachers' L2 use. Furthermore, it investigated the learners who were exposed to active L2 use by a teacher in their classroom, how they felt about the teacher's L2 use, and whether their perceptions and motivations changed over the course of the exposure. This study collected the data twice, before and after the exposure, using a questionnaire. The results revealed that learners' overall perceptions and motivation were more positive after exposure than before. These can be useful when considering the language use of teachers in the classroom.