Unwritten rules: code choice in task-based EFL learner discourse in an EMI context in Japan

Moore, Paul J. (2017). Unwritten rules: code choice in task-based EFL learner discourse in an EMI context in Japan. In Ben Fenton-Smith, Pamela Humphreys and Ian Walkinshaw (Ed.), English medium of instruction in higher education in Asia-Pacific: from policy to pedagogy (pp. 299-320) Cham, Switzerland: Springer. doi:10.1007/978-3-319-51976-0_16


Author Moore, Paul J.
Title of chapter Unwritten rules: code choice in task-based EFL learner discourse in an EMI context in Japan
Title of book English medium of instruction in higher education in Asia-Pacific: from policy to pedagogy
Place of Publication Cham, Switzerland
Publisher Springer
Publication Year 2017
Sub-type Research book chapter (original research)
DOI 10.1007/978-3-319-51976-0_16
Open Access Status Not yet assessed
Series Multilingual Education
ISBN 9783319519746
9783319519760
ISSN 2213-3216
2213-3208
Editor Ben Fenton-Smith
Pamela Humphreys
Ian Walkinshaw
Volume number 21
Chapter number 16
Start page 299
End page 320
Total pages 22
Total chapters 16
Collection year 2018
Language eng
Abstract/Summary This chapter reports on an exploratory study into learners’ perspectives on the use of their first language during an oral presentation task in a Japanese EMI context. Data included video- and audio-recordings of task-based peer-interaction and stimulated recall interviews collected from first year undergraduate English majors (ten learners in five pairs) in a university in Japan. Qualitative data analysis involved the iterative coding of instances of L1 use according to functions identified in previous research, as well as those emerging from the data. These data were then triangulated with stimulated recall data to identify salient features of L1 use as identified by the learners themselves. Learners also provided their perspectives on the principled use of L1 in L2 interaction and learning, with many expressing support for the ‘English only’ policy of their institution, as well as an indication of how and why they draw on their L1. The results provide evidence that learners in EMI contexts naturally and productively draw on the linguistic resources available to them to complete classroom L2 tasks. In recognition of this, the chapter concludes with suggestions for task-based language policies which take into account learners’ perspectives and the variable cognitive complexity of classroom tasks.
Keyword English-medium instruction (EMI)
Code-choice
First language (L1) use
Japanese
English as a foreign language (EFL)
Task-based language teaching (TBLT)
Q-Index Code B1
Q-Index Status Provisional Code
Institutional Status UQ

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Created: Mon, 27 Mar 2017, 15:36:05 EST by Ms Katrina Hume on behalf of School of Languages and Cultures