Senior High School Classroom Corpus and the Relationship between the Choice of the L1 and/or the L2 by Teachers and Learners’ Uptake

Abstract

This study introduces senior high school classroom corpora and investigates the relationship between senior high school students’ uptake and the languages used in class by the teachers, comparing the effects of the L1 and the L2 observed in junior high school corpora introduced by Ohashi (2015). The data consists of transcribed data from 11 classes, which were compiled as a corpus, and student uptake questionnaires. The Kruskal-Wallis nonparametric tests and Mann-Whitney U tests were conducted to examine the differences between students’ uptake and the language mainly used in class. The findings imply that the quality and quantity of students’ uptake varied depending on the main language used in class. Moreover, compared to junior high school results conducted by Ohashi (2015), statistical results in grammar uptake, senior high school students exposed to more explanation with the L2 tended to show more uptake than using the L1.