Journal Article


Cross-linguistic awareness-raising practices can enhance written performance in EFL classes in Japanese universities

Abstract

In our globalised world, the desire for the acquisition of English has led to increased research into the appropriate pedagogical approaches for learning and teaching the language. This manuscript focuses on the use of learners’ mother tongue in the learning and teaching of English in an effort to identify ways in which cross-linguistic awareness-raising practices can be utilised to maximise EFL written performance. The study’s targeted grammatical features were articles and plural suffixes of countable nouns and the study’s EFL population was drawn from two Japanese universities. A quasi-experimental design was employed with an experimental group receiving cross-linguistic instruction and a control group continuing without cross-linguistic input. Statistical analyses demonstrate that the experimental group outperformed the control group. Although the empirical project is located within the context of Japanese tertiary education, the study is of international relevance as it deals with the perennial issue of how best to harness learners’ familiar L1 for the improvement of their L2 within the frameworks of cross-linguistic instruction and awareness-raising.

Attached files

Authors

Wycliffe Lucas, Matthew
Yiakoumetti, Androula

Oxford Brookes departments

Faculty of Humanities and Social Sciences\School of Education

Dates

Year of publication: 2017
Date of RADAR deposit: 2017-05-18


Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License


Related resources

This RADAR resource is the Accepted Manuscript of Cross-linguistic awareness-raising practices can enhance written performance in EFL classes in Japanese universities

Details

  • Owner: Unknown user
  • Collection: Outputs
  • Version: 1 (show all)
  • Status: Live
  • Views (since Sept 2022): 48