UNIVERSITY OF TARTU DEPARTMENT OF ENGLISH STUDIES ENGLISH AS A FOREIGN LANGUAGE CLASSROOM: A STUDY OF A RUSSIAN-LANGUAGE SCHOOL IN ESTONIA MA thesis ANNA STEPANOVA SUPERVISOR: ÜLLE TÜRK, M.A. TARTU 2018 ABSTRACT This thesis is a study of English-language classrooms in one Russian-language school in Estonia. The aim of the study is to find out the amount and functions of the mother tongue use by the teachers in the primary English as a foreign language classroom. In order to gain the data for the study, three primary classroom English language lessons were observed and analysed in detail using the word-count method and the Lesson observations were followed by the semi-structured interviews with the teachers. The practice were compared to the observation data. The Introduction of this study provides a brief insight into the topic of the role of the first language in foreign language teaching, presents the rationale for the research and gives an overview of the structure of the paper. The first chapter discusses the findings of the previous research concerning the amount and the main purposes for using the first language in the English as a foreign language classroom. The second chapter gives an overview of the participants, the data gathering methods and its analysis. The third chapter focuses on presenting and analysing the lesson observation data and the interviews with the teachers. The fourth chapter provides an evaluation of the research findings in the light of previous research. The Conclusion summarises the findings of the study. Keywords: First Language, Second Language, primary classroom, EFL classroom TABLE OF CONTENTS ABSTRACT ......................................................................................................................2 LIST OF ABBREVIATIONS ............................................................................................4 INTRODUCTION .............................................................................................................5 1. CLASSROOM ...................................................................................................................9 USE IN THE EFL CLASSROOM .................9 1.2 THE MAIN FUNCTIONS OF L1 IN EFL CLASSROOM ...................................... 12 2. RESEARCH DESIGN ............................................................................................... 18 2.1 PARTICIPANTS .................................................................................................... 18 2.2 DATA GATHERING METHODS .......................................................................... 19 2.3 DATA ANALYSIS METHODS ............................................................................. 20 3. DATA ANALYSIS ................................................................................................... 26 3. ............................................................. 26 3.2 THE FUNCTIONS OF L1 USE .............................................................................. 28 3.2.1 ANALYSING THE MOST OFTEN USED FUNCTIONS ................................ 29 3.2.2 ANALYSING THE LESS OFTEN USED FUNCTIONS.................................. 42 4. DISCUSSION OF THE FINDINGS .......................................................................... 47 CONCLUSION................................................................................................................ 53 REFERENCES ................................................................................................................ 56 APPENDIX 1: Parental consent form ............................................................................... 59 APPENDIX 2: Transcription conventions ........................................................................ 60 APPENDIX 3: ............................ 61 APPENDIX 4: Teachers ........................................... 63 APPENDIX 5: Transcribed data ....................................................................................... 66 RESÜMEE .................................................................................................................... 101 LIST OF ABBREVIATIONS CS code-switching EFL English as a Foreign Language EYL English to Young Learners FLAATT Functional Language Alternation Analysis of Teacher Talk FL foreign language IA interaction analysis L1 first language L2 second language SLA Second Language Acquisition TL target language INTRODUCTION The role of the first language (hereafter L1) has significantly changed throughout the history of foreign language teaching. Two opposite extremes, in this respect, which are related to the amount of L1 use, are the bilingual and the monolingual approach. The former suggests that teachers as well as learners use L1 extensively in foreign language classes. The latter suggests that the target language alone should be used as a means of communication in the classroom, and the best way of facilitating second language acquisition (hereafter SLA) is to exclude L1 from the learning process. In the past, the bilingual approach used to be the norm in language teaching as the main goal was to master written rather than oral skills. However, in the 19th century there was a significant shift from the bilingual to the monolingual approach as a result of an increasing interest in oral skills. Thus, the idea of bilingual education began to be perceived as inefficient, and this led to the exclusion of L1 from the foreign language classroom. (Leonardi 2012) Since the 1970ies there has been a strong emphasis on the communicative language teaching approach and exclusive or almost exclusive target language (hereafter TL1) use in foreign language (hereafter FL) tea oach argue that switching to L1 hinders foreign language acquisition. From their point of view, people learn foreign languages the same way they acquire their mother tongue, and it is not always necessary for students to understand everything the teacher says (Krashen 1981). Recently, however, the assumption that the monolingual approach is the best way to acquire FL is being contested (Inbar-Lourie 2010) and the taboo against using L1 in the TL or target language is considered to be an umbrella term covering both second (L2) and foreign language (FL), whereas L2 is used specifically when referring to a language context in which that language is used by the community, and FL to refer to a language that is not in general use and that is largely restricted to language classrooms. When referring to other studies, their own terminology was adopted. (Saks, 2016) classroom is breaking down. Researchers such as Stern (1992), Cook (2001), Turnball (2001), Tang (2002), Moore (2013), for example, element in a foreign language classroom. For instance, Stern (1992) argues that teachers should not hesitate to resort to L1 for clarifying and translating rather than giving lengthy and complex explanations in TL. According to Cook (2001: 418), L1 can be a useful creeping in as a guilt-making necessity, it can be deliberately and systematically used in Some FL teaching methodological literature also proposes that the stranglehold of the negative perceptions of the mother tongue use in a FL classroom needs to be broken. language Deller & Mario 2008) encourage teachers to use the mother tongue in their lessons and provide the ideas and guidelines on when and how to use it effectively. Macaro (2001) and Leonardi (2012) concluded from their studies that teachers hold even three different theoretical positions regarding the issue of L1 use in the foreign should be completely banned from it. The second position is held by teachers who agree that there is no pedagogical value in L1 but it can be used when needed. The third position unites teachers who hold the view that there is pedagogical value in L1 use, if it is justified. Quite a few recent studies support the last position and call for a judicious use of L1 in EFL teaching (Miles 2004; Tang 2002; Gonzales Davies & Scott Tennet 2009). The researchers also note that more research is needed not in order to find out whether L1 should be used or not, but rather to what extent and for what purposes this should be done (Inbar-Lourie 2010; Leonardi 2012; Littlewood & Yu 2011; Macaro 2001). Issues concerning L1 use are especially significant in teaching young language learners who are only making their first steps in learning a new language, but little is known about the actual linguistic practices of teachers in young language learner programs (Inbar-Lourie 2010). A number of research studies in the primary classroom have tried to shed light on the issue of the amoun reasons and beliefs about using it (Blackman 2013/2014; Inbar-Lourie 2010; Khaerunnisa 2016; Leonardi 2012; Nagy 2009; Nilsson 2013; Turin 2014). All reviewed authors dealing with the primary classroom concluded that using L1 for both educational purposes as well as practical ones supports FL acquisition, but there must be a balanced use of L1 and FL and the difficulty is in finding this balance. In spite of the fact that more and more empirical evidence appears showing the positive impact of using L1 in FL classrooms, national curricula appear to be quite assertive in their recommendations for L1 use. The Estonian National Basic School Curriculum for teaching and learning foreign languages stipulates that present-day language instruction is directed towards communication needs and that communicative competence is the central competence in foreign language teaching language of instruction in language lessons is mainly the foreign language which the (Ministry of Education and Research 2011a: 8). The national curricula of other countries also attempt to control or eliminate the code switc during foreign language classes; nevertheless the findings of the studies show that code-switching is widely used in language classrooms (Raschka, Sercombe & Chi-Ling, 2009). Based on the aforementioned, it seems plausible to suggest that the role of L1 remains a controversial topic in need of more research. Although the use of L1 in FL classes has been researched, the number of the studies in primary classrooms is quite limited, especially in the context of primary foreign language teaching in Estonia. The two existing studies 2 that were conducted more than ten years ago investigated the code- switching (hereafter CS) in the context of Estonian as a second language. And one recent study3 explored the pedagogic functions of CS in a lower-secondary English classroom. Therefore, the main aim of this research is to explore L1 use in a primary Estonian English as a foreign language classroom in order to uncover the amount as well as the main functions of L1 use. Thus, the research questions of this thesis are formulated as follows: 1) How much L1 do teachers use in primary EFL classroom? 2) What are the L1 use patterns of teachers teaching young EFL learners in terms of frequency and functions? The paper is divided into three main chapters. The first chapter analyses empirical literature that relates to the topic of L1 use in the context of EFL teaching. Particular attention is given to previous findings concerning the amount of L1 use in the primary classroom. Thereafter the most commonly employed functions of L1 use are discussed. The second chapter deals with the research design. Reasons for choosing the data collection and analysis methods for the present study are addressed and the research method and procedure are described in detail. The third chapter reports on the empirical findings of this study. The collected data is presented and analysed. At the end of the chapter, the results of the study are discussed in the light of other studies. The research finding are summarised in the Conclusion, which is followed by the list of references and a set of Appendices. See Saks (2016). 1. PREVIOUS RESEARCH INTO USE OF L1 IN THE EFL CLASSROOM This chapter reviews studies on the topic of the role of L1 in the English as a foreign language (hereafter EFL) classroom in different research contexts. Special attention is given to the amount and the main purposes for using L1 in the EFL classroom. 1.1 USE IN THE EFL CLASSROOM Educational research continually points out that the teacher is one of the most important factors in effective English to young learners (hereafter EYL) programs. More teaching English, and in teachin Shin & Crandall 2014). The amount of L2 input is particularly vital in FL learning contexts, since usually few opportunities exist for exposure to L2 outside the classroom (Polio & Duff 1990). According to pedagogical literature, Halliwell (1992) states that it is quite possible to teach almost an entire lesson in the target language using a small number of phrases and structures when we bear in mind that we have systems other than words that help us to convey meaning (i.e. visual aids, facial expressions, tone of voice). She also points out that there are several advantages to using TL such as encouraging children to predict the d not just -16). Linse and Nunan (2005) believe that it is important that young learners are presented with the language that is a little above their level of knowledge but nevertheless understandable because of the provided context. It is a common practice for teachers to worry that the task or language will be too difficult for students 2011). Of the growing body of empirical literature investigating the L1 use in a real classroom in different contexts, at least seven surveys were conducted in primary school classes (Blackman 2013/2014; Inbar-Lourie 2010; Khaerunnisa 2016; Leonardi 2012; Nagy 2009; Nilsson 2013; Turin 2014). In all of the studies mentioned above, teachers se varied. It is important to mention that in all cases students shared the same L1 with their teachers. Nagy (2009) in her research on L1 use in four Hungarian schools found that, on average, 58 per cent of the words in the interviewed and observed elementary teachers teacher talk were L1 words although, similarly to the previous study (Duff & Polio, 1990) conducted among university level students, there was a large difference between the teachers. In one case, almost 94 per cent of all the words uttered were L1 words while in another case the percentage was only 16. These findings were confirmed in a more recent study conducted by Inbar-Lourie (2010) who examined the linguistic choices of six teachers of young EFL learners. The results showed that there is a marked variability among teachers in terms of the frequency of L1 use. To be exact, the teachers use 6% of the overall amount of language they used in the lessons observed. Based on the findings, the researcher divided the teachers into three categories: mostly L1 use, combined TL and L1 use, mostly TL use. The author concluded that the amount of L1 used in the EFL young language learner view of what teaching a language to YLLs should consist of, and what strategies need to be implemented. Teachers who used mostly L1 see it as a beneficial tool in teaching this particular age group and did not express a guilt feeling for using it too often. Studying the reasons why teachers decide to use L1 at primary and secondary levels, Blackman (2013/2014) establish Blackman (2013/2014) conducted her study among primary and secondary EFL teachers in three comprehensive schools and two gymnasia in a Belarusian town. Based on the interviews, it was estimated that almost half of the primary school teachers used L1 for at least a third of the lesson compared to secondary teachers who used it about 10 to 22 per cent of the lesson. Nilsson (2013), focusing on the four primary teache L1 and TL, found that the use of TL ranges between 55 and 100 per cent. The studies of Inbar-Lourie (2010) and Nilsson (2013), in comparison with some earlier studies, found that the teachers were well aware of the amount of the students first language they were using, as the actual TL use among the informants was almost the same as they reported. In contrast to the above mentioned studies that dealt with non-native teachers, Leonardi (2012) compared non- L1 in primary school English classes. She found that non-natives view L1 as a key factor in successful learning whereas native teachers do not support the same statement and assert the same time, the outcomes of her study showed that only 43 per cent of the native using L1 in their classes. It is interesting to note linguistic choices in primary classroom only two of them (Nilsson 2013, Turin 2014) included a few teachers who managed to use TL during almost all the lesson time. However, it was concluded from the observations that students in fully English classes seemed less active and participation was little. Turin (2014) does not provide numeric information about the amount of te that the teachers tried to avoid code- switching into L1 in their classes. Nevertheless, most of the teachers in her study stated The explored empirical literature leads to the conclusion that, in practice, most teachers who have the same L1 as their students often use both TL and L1 in their classes. The amount of L1 used by teachers reported in most of the studies is highly variable. The findings relating to this issue should be interpreted carefully since they might vary depending on the methods of data collection and analysis. This is also one reason why the amount of L1 or TL cannot be the only basis for judging the linguistic quality of the classroom environment and further research that looks at how language choices are related to particular pedagogic functions is needed (Kim & Elder 2005). 1.2 THE MAIN FUNCTIONS OF L1 IN THE EFL CLASSROOM There is no agreed taxonomy when it comes to categorising into pedagogical functions; thus, the researchers have used different categories of language use. Duff and Polio (1990), Macaro (2001) as well as Blackman (2013/2014), following the previous two authors, categorised the functions of L1 use in the EFL classroom into language and non-language functions. Language functions included explaining grammar, defining new vocabulary, translating, checking comprehension, and explaining complex notions of language and culture. Non-language functions included managing the classroom, developing a relationship with students and providing feedback. Similarly, Littlewood and Yu (2011) differentiated between direct support (explanations and teaching of language elements) and indirect support (classroom management, metacognition and relationships functions). Pennington (2005) writes about strategic use and compensatory use, where strategic relates to specific pedagogical purposes and compensatory deals with perceived problems, which may include low proficiency but also lack of time, motivation and knowledge either on the part of pupils or the teacher. What concerns the primary classroom, Nagy (2009: 148-176), for example, identified 11 functional categories of L1 use (translation, meta-linguistic use, question, metacomment, marker, outside the lesson frame and cannot be coded) and measured their frequency among seven teachers. The researcher found that the main and the most frequently employed purpose for using L1 (at both elementary and intermediate levels) was to give information. 31.8 per cent were used for this function. It should be pointed out that the category of Information-Giving was divided into three sub-categories: Feedback, Inside Plane Shift and Outside Plane Shift. The last two categories were borrowed from the study conducted by Macaro (1998: 187-188). In his work, Inside Plane Shift indicates those utterances where the teacher is providing further contextual information to help students with the task they are doing, and the Outside Plane Shift refers to the utterances outside the immediate context of the lesson. Feedback was the most frequently used sub-category of Information-Giving among the elementary teachers, followed by Inside-Plane Shift and Outside-Plane Shift. Blackman (2013/2014) also noticed that, of all non-language functions, primary classroom teachers were most likely to use L1 for providing feedback. The main reasons were to maximise understanding, either before or after the task, and to create a more comfortable situation for the students. The findings in Leonardi (2012) as well indicate the importance of L1 in giving feedback; 78 per cent of non-native English language teachers claimed that the students are more motivated if feedback is provided in their L1. Nilsson (2013), however, established that if the feedback in the classroom is without a formative purpose (for example, the , teachers mostly express it in the target language. The second most important reason instructions for now and for later (accounting for 20.9 per cent of the L1 utterances). Mostly the teachers were giving instructions for now. Instructions about doing something later on were usually about the homework for the next lesson. The ask eliciting and information questions (17.5 per cent of the utterances). Nagy (2009) has also analysed the functions of L1 use employed less frequently by the teachers, such as to students L1 use, metacomments, and markers. The results showed that the elementary teachers used only 4.3 per cent of their L1 utterances for translation. The function of metalinguistic use (which included the discourse explaining grammar, spelling and pronunciation) constituted as much as 1.8 per cent of the utterances. The author drew the conclusion that the activities of the lessons may be one factor determining how 150), and based on the classroom data, s with this in the L2, in a way that they stay in the L2, and allow the students to translate the (Nagy 2009: 150). In the view of the author, it is possible to use only L2 with young learners but in the real contex of the lessons teachers vary in the extent to which they achieve this aim" (Nagy 2009: 144). She proposes that the reasons for the variations are the activities of the lesson and the language level of the students. Another primary classroom researcher, Leonardi (2012), studied the frequency of L1 use for seven purposes, i.e. to explain grammar, explain vocabulary, give instructions, L1-L2 comparison, translation, feedback and encouragement. She questioned 96 primary school teachers who were clearly divided into native and non-native speakers. Similarly to class exercises as well as homework, was one of the most frequently employed category as all non-native instructors and 58 per cent of the native teachers stressed its importance. research were of the same opinion and pointed out that clarifying instructions and confusing points decrease the stress of primary classroom students and help them to perform with greater accuracy. In addition to using L1 for giving instructions, 80 per cent of non-native teachers in stated that L1 can be a useful tool to teach grammar rules and 67 per cent believed that L1 should be used to teach vocabulary. In their opinion, children learn vocabulary best when they have clear translation equivalents. Using L1 as an inevitable strategy to explain difficult words and grammar rules was also found in other studies in primary classroom (Blackman 2013/2014; Khaerunnisa 2016; Nilsson 2013; Turin 2014). It was an interesting fact for Leonardi (2012) that teachers in her study did not pay much attention to L1-L2 comparison, and indicated that such an activity is not suitable for young learners. Although, the use of translation in EFL classrooms is often criticized, 78 per cent of non-native teachers in her study were in favour of using L1 for translation purposes. As far as translation is concerned, Blackman (2013/2014) found that at least four in five teachers at elementary level used L1 to translate. Nilsson (2013) noted in her study that teachers often offered a sentence or a word in both languages in order to create connections between the two languages. Apart from language functions, L1 is used in order to manage the work in the classroom and to support a good environment for learning. For instance, in the study of Khaerunnisa (2016 language transition from L2 to L1 was used to admonish students that disturbed the lesson as well as to get attention and response from the students. Nilsson (2013) also states that, in the matters of disciplining, L1 is prevailing and that usually teachers use short phrases asking students to return to their task or to pay attention. Some of the teachers in her research even argued that it would not be possible to deal with disruptive behaviour in TL. On the other hand, Blackman (2013/2014) established that teachers are less reliant on L1 when managing the classroom. The interviews revealed that some teachers administered the class through non-verbal language, others by equipping students with the necessary English phrases at the start of the year and from the point of view of some teachers, there was no need to manage the classroom in their lessons. Similarly to the discussed above, Inbar-Lourie (2010: 359-360) found that the instructional: facilitating comprehension, explaining grammar, new words and concepts; managerial: classroom management (instructions, discipline); providing feedback; and for affective purposes, such as encour It is stressed by several researchers students the sense of security (Blackman 2013/2014; Leonardi 2012; Nagy 2009; Nilsson 2013; Turin 2014). It helps them to learn English better confident when they understan However, the teachers in study emphasized that in order to make it easier for students to follow the class, there is no need to always use code-switching. There are strategies and techniques to support comprehension in TL such as visual aids (demonstration, pictures or diagrams, real objects), total physical response, pupils offering translation, adapting language, using stories and games familiar to the students. When comparing the frequency of L1 use for language and non-language functions, the research conducted among young learners (Blackman 2013/2014) revealed that teachers are more likely to use the students' L1 for language purposes. In contrast, the studies of Duff and Polio (1990) and Macaro (2001) showed that L1 is used more often for non-language purposes. To sum up, there are some common purposes for language in the primary classroom that were found in the majority of the conducted studies. These include giving information and feedback, giving instructions, teaching grammar and vocabulary, disciplining students and giving a sense of security. Apart from these, there are some purposes that were used less often and discussed only in single studies for instance, comparing L1 and L2, translating, teacher reacting to students request in L1, teacher praising or encouraging students. 2. RESEARCH DESIGN This chapter gives an overview of the participants, the data gathering methods and data analysis which helped to fulfil the aim of the present MA thesis, namely to determine the amount in one primary Russian-language EFL classroom in Estonia. 2.1 PARTICIPANTS This thesis focuses ssons in one school in Tallinn, Estonia. All of the observed teachers are female and are fully licenced to teach English. One main difference between them is their experience. Teacher T has been teaching for two years, teacher J for five years and teacher N for forty years of which approximately ten years in the primary classroom. All the teachers are non-native English speakers and share the same L1 (Russian) with their pupils. In addition to the teachers, the pupils from the first to fourth grades whose classes were recorded also participated in the study. Since pupils were underage the consent of their parents in the form of a signature was required (see Appendix 1 for the consent form). In the chosen school children start to learn English in the first or in the third grade in groups of no more than 15 pupils. In all of the observed classes, pupils had started to learn English as a foreign language in the first grade (aged 7). The teachers in the study were selected according to their willingness to participate in the research and were informed that the recordings were for a research project on the topic of teaching English in the primary classroom; no further details were mentioned so as not to affect the results. 2.2 DATA GATHERING METHODS The questions which this thesis addresses are the empirical questions about what happens in classrooms. For this reason, classroom observation was chosen as the main method of data collection. Two authentic EFL classes by each participating teacher were audio-recorded using the six classes were recorded, amounting to 283 minutes and 14 seconds of data. While observing, the researcher sat at the back of the classroom and did not participate in the lesson in any way. It turned out during the observation time that some lessons involved mechanical drills or much time dedicated to independent work. Thus, when all the class visits were completed, audio recording of one lesson per teacher was selected for the analysis according to the highest amount of verbal interaction. As a result, two lessons from the third grade and one lesson from the fourth grade were later analysed. The three chosen lessons are similar in that there was no group or pair-work in these lessons and all the lessons were quite teacher-fronted. The interview was chosen as the additional method of data collection to obtain a deeper understanding of the . Three qualitative interviews in Russian were conducted right after each lesson observation. These interviews were recorded using the same application as mentioned above and they were later translated into English (see Appendix 4). The interview questions were compiled according to the needs of the present work using the ones from Nilsson (2013) work as a basis. Before starting to ask the interview questions, the teachers were informed about the topic of the thesis in more detail. In order not to embarrass the informants and to encourage them to give as honest answers as possible, they were provided with the information that exclusive L2 use has been questioned and researchers are investigating positive ways of using student language. 2.3 DATA ANALYSIS METHODS As mentioned above, classroom observation was chosen as a data collection in-depth information about such phenomena as the types of language, activities, interactions, Mackey and Gass 2005: 186). Lesson observation transcripts were the main source of data for this research. As the second step, lesson observation transcripts investigating method had to be chosen. According to the previous studies, the two main investigating methods have been the interaction analysis (hereafter IA) approach and Conversation Analysis (hereafter CA). The latter could not be chosen as the investigating method as the main aim of it is to with a central focus on how sequences of action are rejects predefined classifications and claims that the interaction patterns should be identified and categorized on the basis of the data gathered in a particular research context. Moreover, it provides a rather concrete qualitative analysis of interaction that cannot be extended to the findings from other contexts. (Aleksandrzak 2013) Unlike CA, the IA approach is often viewed as an objective method of analyzing s capable of establishing reliable classroom profiles through quantitative statistical procedures which are (Lee 2011: 11). Considering the main goals of this study, namely, to rns in terms of frequency and functions, an IA approach is the one meeting the requirements of the study. However, there are several limitations. First of all, it might be challenging to select a single unit of analysis, as the coding can be carried out at different levels: Lesson, Transaction, Sequence, Exchange, Move, Act (Sinclair and Coulthard 1975: 24), proposition, c-unit, idea unit, tone unit, utterance, sentence, AS-unit (see for a summary in Foster et al 2000), turn. Researchers can choose different units for the analysis, which can yield different results, and the comparison between the studies is questionable. In comparison with written language, it is not easy to analyse the transcribed spoken language, as usually the start and the finish of the unit are not obvious and might depend on the researcher interpretation. The second difficulty is that the research reports tend to provide very superficial explanations of data distribution principles. In the case of lesson interactions, the exact way of coding and the unit of analysis are usually not mentioned, which makes it difficult to follow the model of a previous research design and to compare the result of the studies. Following a coding scheme that does not have a detailed description might lead to the situation where, depending on the interpretention of the coder, the same unit of analysis might be coded into different categories. Furthermore, there are no generally accepted coding schemes. They vary considerably in their organization and complexity, ranging from simple checklists to highly complex schemes. According to McKay (2006), there are at least 200 different coding schemes. One of the best known of them is Functional Language Alternation Analysis of Teacher Talk (hereafter FLAATT), which was first thought to be used for the analysis in this study. It is quite a complex scheme developed by Kim and Elder (2008) with the general frame borrowed from the COLT (Communicative Orientation of Language Teaching) and AS-unit (Foster et al 2000) serving as the basic unit for data analysis. The scheme includes three core categories for classifing the data: the type of language used for the relevant unit of discourse, the goal of the interaction and its pedagogic functions (teaching acts). The first and the third categories could have been used for the purpose of answering the research questions of the study, but when the researcher tried to code the lesson transcripts according to the sixteen teaching acts in FLAAAT, it became obvious that some parts of the teacher talk in the primary classroom could not be assigned to any of the categories. Consequently, another way of analysing the data had to be found. In order to choose the best instrument to fulfill the purpose of the study, the research designs of previous studies in the primary classroom were also examined. For example, Blackman (2013/2014) used Explanatory Sequential Design, which combines both quantitative and qualitative methods. She questioned the teachers to establish the frequency, purposes and reasons of L1 use. After that, the semi-structured interviews were conducted to explain the statistical results by investigating the opinions in detail. Nilsson (2013) and Turin (2014) registered the language choices for different lesson functions with the help of an observation scheme (a checklist in the case of Turin) followed by the interviews with the observed teachers. Leonardi (2012), Khaerunnisa (2016), Inbar-Lourie (2010) and Nagy (2009) also interviewed the teachers and observed the lessons, but in contrast to the previously discussed authors, they used the coding schemes in order to record the frequency and purposes of L1 use. Bearing in mind all the aforementioned, Krisztina N analysis was selected and adapted for the present study. There are several reason for implementing her research methodology. The main source of her data collection was also lesson observation transcripts and she aimed to answer similar research questions. In comparison with other primary classroom studies, the principles of data analysis are thoroughly explained and, hence, it was possible to follow her model and to compare the results of the studies later on. In addition to this, her coding scheme was developed precisely for investigating primary classroom teacher talk and it was feasible to use it in order to code the data of the present study. Nagy (2009: 99-100) implemented a mixed approach and carried out two separate quantitative analyses before the qualitative analysis. In order to answer the research question about the amount of L1 use, a qualitative word count method was used. The two different languages and then comparing them, the problem may be that this method decided to use word count method for estimating the amount of L1 and L2 use bec was usually used in a simple present or past tense with short instruction, and simple sentence structures. This gave around the same number of L1 words as there would be in ated the amount ords during the lesson and out of the With the objective of finding the answer to the question concerning the functions of L1 use, following Rolin-Ianziti and Brownlie (2002), Nagy (2009) conducted a functional coding analysis. She coded , which were further segmented into utterances. The segmentation was needed since a turn usually contained both L1 and L2 words and there were turns that displayed a combination of several different functions of L1 use (see Nagy 2009:110 for an example). Nagy (2009: 111) drew the conclusion that it was not possible to use any existing n the use of the L1 by teachers has many diff developed a new coding scheme based on the categories from the previous studies and adding her own. of the present study showed that the teachers were mostly using L1 in the simple present tense and in relatively simple sentence structures. The utterance in L1 and its translation into L2 gave approximately the same number of words. So, in order to answer the first research question, the word was chosen as a unit of analysis. It is important to note here that the translation of L1 utterances into English sometimes contained more words because there are no articles in the Russian language. So the articles were not included in the word count. The researchers have calculated the frequency of L1 use by the teacher either out of the whole lesson talk or out of the whole teacher talk. It was decided in favour of the last option because then the results could be compared to those of other researchers who have also estimated L1 use out of the whole teacher talk. L1 words were highlighted in red and the L2 words were highlighted in green in the Microsoft Word program, which allows to search for and count the words of a particular colour. Non-verbal vocalisations (for example, and the names of the students were not added to the word count. All the other words in L1 and L2 in the teacher talk were counted and then quantified in terms of percentages. To answer the second research question, a functional analysis was carried out. The then identifying the functions of each utterance was adopted and used. At first, the turns in L1 and the turns containing L1 words were divided into the characteristics: 1. under one intonational contour; 2. bounded by pauses; 3. constituting a After that, the transcripts of three lessons were segmented in Microsoft Word, where each utterance involving words in L1 was put in a separate line. After that, each separate utterance was transferred into an Excel document, where it was coded according to its function using 4. As the final step, different functions were counted. In order to code the utterances as accurately as possible, the researcher did not only read the script but also listened to the recording to capture the pauses and the intonation, and analysed the discourse before and after the coded utterances. Following the already proven models of the previous research designs in the primary classroom, it was decided to conduct the semi-structured interviews with the teachers after each lesson observation. The practice were compared to the observation data to uncover whether the observations supported, or contradicted, these statements. To sum up, classroom observations and interviews with the teachers were chosen as a data collection method for this study. The classroom observations were audio-recorded and transcribed. All the L1 and L2 words in the transcribed teachers in order to find out how much L1 teachers use in the primary EFL classroom. In order to estimate the functions of L1 use, the teachers were later coded according to their function according to interviews with the teachers were also audio-recorded. The translation of about their classroom practice was written down and later compared to the observation data. 4 See Appendix 3. 3. DATA ANALYSIS This chapter focuses on presenting and analysing the lesson observations and the interviews with the teachers. Firstly, the data concerning the amount of L1 use in the primary EFL classroom is analysed. Secondly, the functions of L1 use are discussed starting with the ones that were used most often. 3.1 During the three lessons observed, 7775 word were spoken by the teachers, of which 4381 (56%) were said in English and 3394 The amount of L1 use ranged from 32 per cent to 52 per cent during one lesson time. Figure 1 gives the number and percentages of all L1 and L2 words used by the teachers as well as the total number of words during the lessons. It can be seen that Teacher J was speaking much more than Teacher N (3035 words compared with 2054 words); however, both of them spoke L1 approximately one half (48% and 52%) out of the whole teacher talk. In comparison with them, T less than one third (32%) of the time during her lesson. Figure 1. Number and percentage of L1 and L2 words by teachers during one lesson time In the interview, Teacher T claimed that the ideal balance for her in the third grades is using 70 per cent of English and 30 per cent of Russian and the analysis of her lesson shows that she is actually following this balance) and added that: flashcards, realia like toys and the like so that young learners develop associations between English words and certain objects, which helps them to think in English earlier than expected, rather than English lexical items and their L1 equivalents. In the opinion of Teacher N, it is normal to use Russian approximately 50-60 per cent of the whole talking time during the third grade lessons; she says that in the First of all, because their English vocabulary is small. Teacher J says that English even at the primary level is my preference. However, there are cases when the ke explanations clear . Although the ideal balance of the two languages for the interviewed teachers is different, all of them emphasised that the teacher should try to use as much English as possible even in primary classes. They were also of the same view that the topic of the lesson is one of the most important reasons that impacts their language choices. Teacher J added that the activities of the lesson impact her language choice. And from the point of view of Teacher N, the choice of her language depends on the course book. Two of the teachers (Teacher T and Teacher N) expressed the view that they should be using more English with primary learners, and Teacher J stated that she is satisfied with her language choices. Although none of the observed teachers used only English in their lessons, all of them stated during the interview that it is possible under certain conditions5. See Appendix 4, Question number 6 for more detailed answers. 3.2 THE FUNCTIONS OF L1 USE In the following functional analysis, all the utterances that were fully in L1 or included some L1 words6 were first identified and then classified into 11 main categories using Nagy Metalinguistic use, Question, Instruction, Information, Affective response, Teacher s L1 use, Metacomment, Marker, Outside the lesson frame and Cannot be coded). There were no cases coded as Outside the lesson frame, so this category was omitted from the analysis. The following figure shows the percentage and number of L1 utterances according to the ten functions into which they were categorized. Figure 2. Percentage and number of all L1 utterances and their functions All in all, the teachers used 512 utterances in L1 during the three lessons observed. The figure above clearly shows that the main reason for using L1 was to give information. The second most important reason was to ask questions, the third to give instructions and the fourth to translate. When considering the observed teachers separately (see Table 1), it is clear that the function of Giving-Information is the one used the most by all of the teachers and the In the present analysis the utterances with all or any L1 use w function of Asking the Question is the second most used function. Giving-Instructions is in the third place only in the case of Teacher N, but all the teachers were using this category very often. Translation is in the third place for Teacher T. The third most often used L1 functions for Teacher J are translation and meta-linguistic use. Table 1. Number and percentage of L1 utterances for different functions Teacher J Teacher N Teacher T Translation 25 (14.2%) 8 (3.8%) 25 (19.8%) Meta-linguistic use 25 (14.2%) 2 (1.0%) 1 (0.8%) Question 36 (20.5%) 58 (27.6%) 26 (20.6%) Instruction 23 (13.1%) 45 (21.4%) 18 (14.3%) Information 43 (24.4%) 79 (37.6%) 43 (34.1%) Affective response 4 (2.3%) 9 (4.3%) 5 (4.0%) 8 (4.5%) 7 (3.3%) 5 (4.0%) Metacomment or aside 2 (1.1%) 0 (0.0%) 2 (1.6%) Marker 6 (3.4%) 0 (0.0%) 0 (0.0%) Cannot be coded 4 (2.3%) 2 (1.0%) 1 (0.8%) All 176 (100%) 210 (100%) 126 (100%) 3.2.1 ANALYSING THE MOST OFTEN USED FUNCTIONS The categories of Giving-Information, Instruction, Asking-Question and Translation will be analysed in more detail including their different subcategories, and after that the least often used functions will be examined. Table 2 shows the number and percentage of L1 utterances the teachers used for giving information, giving instruction, asking questions and for translation. All the sub-categories of these functions are also provided7. See the explanation of functions and their subcategories in Appendix 3: scheme for L1 functions of teacher talk. Table 2. Number and percentage of L1 utterances of 4 functions and their sub-categories Teacher J Teacher N Teacher T utterance % utterance % utterance % Information Feedback 22 50.0 46 58.2 8 18.6 Inside plane shift 15 34.1 25 31.7 27 62.8 Outside plane shift 7 15.9 8 10.1 8 18.6 All 44 100.0 79 100.0 43 100.0 Question Information question 8 22.2 14 24.1 20 76.9 Eliciting 28 77.8 44 75.9 6 23.1 All 36 100.0 58 100.0 26 100.0 Instruction Now 14 60.9 36 80.0 13 72.2 Later 9 39.1 9 20.0 5 27.8 All 23 100.0 45 100.0 18 100.0 Translation translation of written L2 1 4.0 1 12.5 0 0.0 translation of spoken L2 24 96.0 7 87.5 25 100.0 All 25 100.0 8 100.0 25 100.0 The function of Information-Giving includes three subcategories: Feedback, Inside Plane Shift (information about the happenings, to help the process) and Outside Plane Shift (information about past or future). The table shows that the most frequent subcategory for Teacher J and Teacher N was Feedback (50.0% and 58.2%). The second highest for them was Inside Plane Shift (34.1% and 31.7%). In the case of Teacher T, the result was the opposite: she was using L1 for the function of Inside Plane Shift (62.8%) more than for giving Feedback (18.6%). When taking a closer look at her lesson transcript, it can be seen that she mostly gave feedback in English. All of the teachers used L1 for the functions of Outside Plane Shift on rare occasions. To demonstrate the actual language use of the teachers, some examples of each subcategory from the lesson transcripts will be provided. Example 1 and 2 illustrate the most often used subcategory under Information-Giving - Feedback. In Example 1, the teacher explains that it is correct to use the Present Simple tense, not the Present Continuous, and waits for the student to continue the sentence with the right form of the verb to speak . After the student ends the sentence with the right answer (line 261), the teacher echoes it in line 262 and then gives feedback in L1 that it is simply necessary to ending (in this case it seems that the teacher stresses also for the other students to notice). In line 265, the teacher repeats (but in this case she repeats the verb in the right form) with the following feedback in L1 that the student has used the right verb. Example 1. Feedback Teacher J Original Script Translated Script8 260 T : so the pilot so the pilot 261 S : speaks speaks 262 T : speaks into a microphone speaks speaks into a microphone speaks 263 thank you number two Kostja thank you number two Kostja 264 S : umm sunglasses umm protect umm umm sunglasses umm protect umm protects protects 265 T : protect the pilot s eyes protect A more typical example is echoing students answers in order to show that the answer is accepted (Example 2). This happenned very often when the students translated the text. In lines 212 and 216, the teacher echoes showing that the translation is correct. Example 2. Feedback Teacher N Original Script Translated Script 210 there are^ there Rita are^ Rita 211 S : 212 T : 213 S : 214 T : kinds Petja^ kinds Petja^ 215 S : 216 T : 217 S : mmm cymbals 218 T : There were also some cases when the teachers gave feedback with one simple word in L1, for example good), or no), but most of the time such feedback was given in L2. There were also some single cases when the teachers corrected the students answers using L1 but mainly the teachers asked eliciting questions (see Example 13) or gave some clues (see Example 4) so that the students could correct themselves. From here after into English. Examples 3- of the subcategory Inside-Plane Shift. Its main function is to help students to cope with tasks and, for this reason, teacher talks about the happenings, usually to help the process- :114). In Example 3, the students compose a text about the picture and the task is to use all the words that are given in the picture. After the students write down another sentence, the teacher helps them to think of the next sentence by reminding in L1 that the task is to use all the words that are given. Example 3. Inside-Plane Shift Teacher J Original Script Translated Script 383 T : ok think about the next sentence then ok think about the next sentence then / / he helps a hat a shirt shirt a t-shirt a t-shirt In the following example the student tries to compose a sentence (the task is the same as in Example 3). At first he begins the sentence with 354), then with ). The teacher does not correct the student by tries to help and gives a clue that the student has to use the present tense (line 357). Example 4. Inside-Plane Shift Teacher J Original Script Translated Script 352 T : so a lifeguard works on the beach the first so a lifeguard works on the beach the first sentence/ what can you write sentence/ what can you write 353 after that Kostja^ after that Kostja^ 354 S : he he he umm have umm he he he umm have umm 355 T : he he 356 S : was umm was umm 357 T : In Example 5, the teacher elicits the three questions from the students that they usually write down before watching the video. Example 5. Inside-Plane Shift Teacher T Original Script Translated Script 381 T : ^ 382 S : 383 T : so we have a new question today/ what do you see question today/ what do you see 385 / / 386 (2.0) the second we will have many words> (2.0) the the second question is what is second the second question is what 387 happening is happening / < 388 - a concert a festival a parade maybe 389 - In line 381, Teacher T asks in L1 what might be the third question and gets the wrong assumption from the student This is followed by a mixture of different functions of L1 use -389). At first the teacher gives feedback (line 383), then she gives information that they uestion (lines 384-385). Next, the teacher gives an instruction that the students should leave three rows for that question. After that the teacher helps the students to organize the space in their notebooks by providing them with the information that they have many words today. In the end, after the teacher translates the second question into L1, she helps the students in L1 by giving some possible options of the answer to that question. All in all, the teacher uses L1 for the Inside-Plane functions four times in one turn. In the next example, the teacher uses L1 for the purpose of helping to arrange an activity. In the previous lesson, the students listened to a text and the teacher stopped it and the students task was to repeat what they had heard. This time the teacher informs the students that she is not going to stop the tape for them to pronunce the words and gives the instruction to listen to and read the text together with the announcer. Example 6. Inside-Plane Shift Teacher N Original Script Translated Script 67 T : ... mallets yes and now I want you to listen ... mallets yes and now I want you to listen to the text one to the text one 68 more time more time / / 121 SS : 122 T : 123 SS : 124 T : / / < 125 first they say black coal it is this way in Italian>/ / 330 ((speaking to a particular student)) ((speaking to a particular student)) percussion instruments/ percussion instruments/ string instruments / a strike Vova a strike Vova < > 430 SS : ((laughing)) ((laughing)) 431 S : 432 T : < protesting erm in a big group erm 433 - they oppose for example they want to achieve changes>... Other Outside Plane Shift utterances are usually the reminders of what had happened in the previous lessons (Example 10, line 53). Example 10. Outside-Plane Shift Teacher N Original Script Translated Script 50 T : ... / (xx) Milana (3.0) Eva^ Eva^ 52 S : is called is called 53 T : / / The second most often used function in the present study is Asking the Questions. Teacher N asked 58, Teacher J 36 and Teacher T 26 questions in L1 or containing L1 words per lesson (or 40 questions per lesson on average). The category is divided into two subcategories: information questions ( the teacher does not know the answer) and eliciting questions (when the teacher knows the answer at the time of asking). The teachers asked many more eliciting questions than information questions, except for Teacher T (see table 2). Approximately for one half of the last mentioned teacher s lesson, she was listening to the students telling about their drawings of their neighborhoods and asking such questions as or . So because of her lesson activity she was asking many more real questions that the other two teachers. The other information questions completed this so on, helped the teachers to organise the activities, to choose the following actiitiss in the lesson or its tempo. Sometimes the teachers also asked personal questions like or The next example shows a typical eliciting question when the teacher knows the answer and the aim is to get to know whether the student knows the answer as well. Example 11. Eliciting Question Teacher T Original Script Translated Script 374 T : ...and as ...and as 375 always shhh (3.0) always shhh (3.0) Vova^ Vova^ In this part of the lesson, the teacher informs the students that they are going to watch a video. Probably watching the video is always preceded by the same activity, as the teacher is asking It is obvious that the teacher knows the answer to the question and she wants the students to show that they also know it. Eliciting questions were also very often used by the teachers to determine the meaning of the words. In Example 12, the teacher asks in a particular sentence (line 153) after the student incorrect translation (line 152). Example 12. Eliciting Question Teacher N Original Script Translated Script 146 S : a tambourine is like a small drum we strike a tambourine is like a small drum we strike it with it with 147 T : with with 148 S : with our hands we can shake it too with our hands we can shake it too 149 T : translate translate 150 S : 151 T : 152 S : (2.0) (2.0) 153 T : like ^ (x) Correcting the students s one more reason for using eliciting questions. In the following example, the teacher does not provide the learner with the correct information, but she asks an eliciting question (lines 222-223) that can lead the student to the right answer. Example 13. Eliciting Question Teacher J Original Script Translated Script 221 S : the pilot speak into a microphone the pilot speak into a microphone 222 T : so right verb so right verb Sometimes the learners themselves found the right answer, and in some cases another learner could help (for example, when the student still could not think of the right answer, the teacher asked the rest of the class to help). The observed teachers very often used eliciting questions to correct the students, maybe because such a strategy can make information more memorable for learners and also provide the teacher with the information about what learners know and do not know. On more often used function found in the present study is Giving Instructions for now and for later. The teachers used between 13 to 36 utterances per lesson to give instructions about doing something here and now, and from 5 to 9 utterances per lesson for giving instructions for later (see Table 2). In some cases, instructions for now required physical actions from the students, for instance: Put your books on the side , Raise your hands , , Write down the date and draw a table . In other cases, the students needed to respond verbally: , . Instructions for now were also used to organise the activities: Choose the verbs that were difficult to pronounce , together with the announcer , to give but a few examples. Some instructions , Although the use of the utterances in L2 are not part of the present study, it is clear ripts that all the teachers gave such instructions as nly in English. It seems as if they were also trying to use only reason might be that the students were already familiar with these words and the teacher was sure that they understood what to do. Instruction that were longer or maybe not so familiar to the students were given mother tongue (see Example 14). Very often the instructions were said in English and then translated into L1 (see Example 15). Example 14. Instruction for now Teacher N Original Script Translated Script 277 S : my favourite part keeping the beat my favourite part keeping the beat 278 T : is keeping the beat is keeping the beat 279 S : is keeping the beat is keeping the beat 280 T : why^ why^ 281 S : erm (4.0) < in English> 282 T : In Example 14, a student informs the teacher that she cannot answer her question in English (line 282). After that, the teacher instructs the student that she can give the answer in her mother tongue (line 282). Example 15. Instruction for now Teacher J Original Script Translated Script 67 T : we will we will 68 write the composition later on all together write the composition later on all together but before we have to get but before we have to get 69 prepared for it (1.0) now put your books prepared for it (1.0) now put your books on the side on the side < put your books 70 and open on the side for now> your workbooks and open your workbooks 71 Instructions for later were most commonly about homework for the next lesson. All of the observed teachers gave instructions about the home task completely in L1 (see Example 16). One reason for this might be that the teachers gave instructions at the very end of the lessons when there was no time for long explanations in L2. The other reason might be the wish to be sure that all students understood what the homework was. This is how one of the interviewed teachers clarifies her language choice I want to make sure that all the students understand what they are supposed to do although code- switching may be time- Example 16. Instruction for later Teacher N Original Script Translated Script 526 T : ... so please complete 527 / the task B/ at home read this text carefully 528 and check whether you know all the words ... yes>.. Apart from Giving-Information, Instructions and Asking questions, teachers were using L1 utterances for Translating (see Table 2). In the case of the observed lessons, all the teachers were mostly translating their own spoken language. It was an especially widely used technique for Teacher J (see Example 15) and Teacher T (see Example 17). Example 17. Translation Teacher T Original Script Translated Script 24 T : when when 25 you come to the front with your map yes you come to the front with your map yes with your project for example with your project for example 26 you are showing the map and you start you are showing the map and you start telling me where you live first of telling me where you live first of 27 all for example I live in a town I live in a all for example I live in a town I live in a countryside so you tell me first countryside so you tell me first 28 about where you live about where you live then is your 29 neighbourhood big or small^ if it is big it neighbourhood big or small^ if it is big it means that there are many means that there are many 30 different things different things it 31 is big aah then you start telling me what is big aah then you start telling me what there is / there is 32 there is a supermarket there is a supermarket a garden a garden In Example 17, the teacher explains in English how the students are supposed to tell about their neighborhood maps, but constantly translates some of her phrases into L1 (lines 28, 30, 31). During the interview, she commented that by repeating her phrases in L1 she wanted the students to have certain associations between English phrases and L1 equivalents so that later on the teacher could switch to using the target language only a little more easily In order to make her explanation clear, she was also using a visual plan on the screen and supported her explanation with examples (lines 27, 32). During her lesson, she was trying to use English as much as possible and was helping the students to understand by using other aids besides translation (like asking additional questions, see Example 18, line 180). Example 18. Translation Teacher T Original Script Translated Script 173 S : my neighbourhood is big there is there is my neighbourhood is big there is there is erm a supermarket and park erm a supermarket and park 174 T : aha and a park aha what do you like about aha and a park aha what do you like about your neighbourhood^ your neighbourhood^ 175 S : I like park I like park 176 T : the park why^ the park why^ 177 S : (xx) (xx) 178 T : what do you do in the park^ what do you do in the park^ 179 S : 180 T : what do you do^ do you play^ do you run^ what do you do^ do you play^ do you run^ do you.. do you.. 181 S : 182 T : walk walk 183 S : walk walk During the interview, Teacher T also emphasized that cases when other devices do not seem to help for the sake of students ent and also listed a number of techniques she is using in order to facilitate understanding when she is speaking in the TL: there are a number of strategies that can be employed. For example, asking a stronger student to give an example or explain something in L1 to another student. Miming an item, drawing it on the blackboard if possible, using gestures. Googling an item in front of students to show a picture set or a video to them. Starting a sentence to translate something and then letting students guess its ending. Most often, the teachers were translating spoken instructions and questions, but some instances when the teachers translated individual written words or sentences were also encountered in the observed lessons9. For instance, in Example 19 in line 477 the teacher translates a written instruction that she reads from the workbook. Example 19. Translation Teacher N Original Script Translated Script 476 T : percussion instruments yes again about percussion instruments yes again about percussion instruments but the percussion instruments but the 477 task is complete the sentence task is complete the sentence Adrian^ Adrian^ 7 S : 8 T : - ^ ^ 9 S : um learn um learn and translate the text um learn um learn and translate the text The Affective response function includes the utterances in L1 to Discipline, Praise, Encourage the students as well as the teacher s Joking and Apologising. The utterances in this category constitute only 3.5 per cent of all teachers (see Figure 2). During the observed lessons, there were no cases when the teachers were Joking or Apologising (see Figure 2). Disciplining in L1 happened ten times during the three lessons, between two to five occurrences per lesson. One possible reason why the teachers were not disciplining much (including disciplining in L2) can be that the activities during these lessons did not involve much movement and there were no group or pair work activities that usually make the class more lively. Most of the time, the students were expected to listen to the teacher, other students or were performing themselves. However, when the instances of disciplining occurred they were expressed in L1 with such phrases as So and Rita is also doing this! Be quiet! D will not be asking you again! turn on the stop watch again Encouraging in L1 was not very commom either. The largest number of instances occured during Teacher N lesson (five instances). Teacher J encouraged her students once and teacher T did not even have one single instance of encouragement in L1 during her lesson. The students were praised in L1 only twice during the observed lessons with the (well done). All in all, there was a good management in the observed lessons and the teachers did not need to discipline or encourage the students much so that the function of Affective responce constitutes only a small proportion of the L1 utterances. The instances of using the showing the boundaries of the discourse, coded as Marker in the present study, were very rare. Only Teacher J used such L1 words as (attention) a few times in order to signal the boundaries between her speech segments or the transition between the activities. There were also four teachers that were coded as metacomments, which happened when the teachers were talking to themselves aloud. Seven L1 utterances are under the category as it was not possible to code them because of the unclear preceiding of following phrases. As this must not have affected the result of the study much as the amount of such instances is not big. 4. DISCUSSION OF THE FINDINGS The purpose of this chapter is to provide an evaluation of research findings presented in Chapter Three and to compare them to the previous research discussed in the first chapter. The first research question was about the amount of teachers L1 use in the primary EFL classroom. In contrast to the works of Nilsson (2013) and Turin (2014), there were no teachers who managed to use TL exclusively. All three teachers used both TL and L1, which is similar to the findings of most other studies. The quantitative analysis of the the average L1 use by the elementary teachers was approximately 44 per cent. The result of Nagys study, who also used the words count method in order to establish the amount of L1 use of elementary teachers, was higher (58%). The amount of L1 use by the observed teachers varied between 32 per cent and 52 per cent of teacher talk per lesson. This is less than the variability reported by other primary classroom researchers, Nagy (from 16% to 94% of teacher talk) and Inbar-Lourie (from 6.8% to 75.6%). Following Inbar- o the three groups according to their L1 use (mostly L1 use, combined TL and L1use, mostly TL use), the teachers in the present research can be divided into two categories: combined TL and L1 use, and mostly TL use. None of the teachers can be use leads to the conclusion that the teachers in this As also pointed out in Nilsson (2013), the lesson observations together with the interviews showed that the teachers try to substitute L1 where possible using such other strategies as giving examples, asking additional questions, asking a stronger student to give an example or explain something in L1 to another student, miming an item, drawing on the blackboard, using gestures, Googling an item in front of the students and letting the students guess. The analysis of the data showed that, similarly to the previous studies conducted by Inbar-Lourie (2010) and Nilsson (2013), the teachers are well aware of their language use as their reported ideal balance of L1 and TL use corresponded to their real classroom practice. Nevertheless, Teacher T and Teacher N were not completely satisfied with their language choices and expressed their willingness to use more TL during their lessons. Although none of the observed teachers used TL exclusively, they all agreed that it is possible to do so with some exceptions. These results are in line with pedagogical literature expressing the possibility to teach an almost entire lesson in TL (Halliwell 1992). The interview data revealed that the topic of the lesson is the most often mentioned reason that impacts the teachers language choice, along with such other reasons as the activities and objectives of the lesson, the coursebook or switching into L1 for the sake of encouragement . The teachers did not mention such reasons as reasearch. The aim of the second research question was to establish the functions of L1 use in young EFL classrooms as well as their frequency of use. The quantitative analysis of teacher and the examples from the classroom discourse showed that L1 served several functions. In line with the studies by Nagy (2009), Blackman (2013/2014) and Leonardi (2012), the teachers in the present research were using L1 most frequently for the purpose of giving information in the form of feedback. It mostly happened when the teachers provided the students with the comments concerning their responces (Example 1) or simply repeated the answers with the aim of showing that they were correct (Example 2). The study revealed that when the feedback was without a formative purpose and expressed in simple words, TL was mainly used, which was also the case in Nilsson (2013). Similarly to Nagy (2009), the information provided by the teachers was not only in the form of feedback. Four examples analysed in detail demonstrate how the teachers were giving information manage with the tasks (Examples 3, 4, 5, 6). In addition to this, sometimes some extra information that was triggered by the lesson topic but not neccessarily very closely connected to was provided by the teachers. It might have been some interesting or additional facts about the world (Examples 7, 8), the teacher explaining the meaning of the L1 word (Example 9) or reminding the students of something from the previous lessons (Example 10). The analysis revealed that the second most often used L1 function was asking questions and the third giving instructions. This result is opposite to Nagy , who found that the teachers were using more L1 for giving instructions than for asking questions. However, the outcomes inside the two categories were the same as in previously mentioned study in that the teachers were asking many more eliciting questions than information questions and they were giving more instructions for now than instructions for later. The eliciting questions were mostly used to determine the meaning of the words (Example 12) and to xample 13). It could be argued that the proportion of eliciting and information questions during one lesson depends on the activities of the lesson. The analysis of the instructions revealed that instructions for now required a verbal or physical response from the students and helped to organise the activities. It was aslo determined that instructions for later were mostly about homework that all the observed In accordance with this research, the teachers in Leonardi (2012) empasized the importance of giving instructions about both class exercises as well as homework in L1. Another very frequently used L1 function that emerged from the analysis was translating. The sample (Examples 15,17) of the teachers that the teachers mostly translated their spoken instructions and questions. Based on the interview answers, it can be assumed that translation is often used as a technique that helps to develop assosiations between English phrases and their L1 equivalents so that the teacher could more easily switch into using only TL later on. Similar findings were recorded by Nilsson (2013), who stated that teachers offered a phrase or a word both in TL and in L1 together with a clear connection. Only one of the teachers used traslation as an activity in the lesson. Nevertheless, in the current study translation seems to take an important place in the EFL classroom as 11.3 per cent of all teachers utterances were used for translating, in comparison with only 4.3 per cent of utterances used for the same function in Nagy study. The latter, however, also found that the teachers In addition to the previous functions, the teachers also code-switched into L1 to explain grammar and difficult vocabulary. In the present study, only one teacher was explaining grammatical points during lesson observations and it was concluded, that the activities of the lesson determine how much is talked about grammar or other aspects of language. However, in the interview all the teachers (some even more than once) stressed the importance and usufulness of L1 during frontal instructions when new grammar rules and difficult terms that might not be yet familiar to the young learners even in their mother tongue are explained. These results are in line with the previous studies, which have also found that using L1 is an inevitable strategy for explaining difficult words and grammar rules (Blackman 2013/2014; Khaerunnisa 2016; Leonardi 2012; Nilsson 2013; Turin 2014) and contradict with s (2009) who drew the conclusion that the teachers developed a way of coping with grammar and vocabulary explanations in L2. In contrast to Leonardi (2012), who found that in the opinion of the questioned teachers elementary students are too young to be exposed to the comparison of the target language with the students all the teachers in the present research stressed the usefulness of L1 for comparing the two languages. Another feature that surfaced from classifying teachers L1 utterances into different functions is that exactly like in Blackman the teachers used more L1 for pedagogic functions than for non-pedagogic functions. The teachers were not disciplining, encouraging or praising the students much during the observation time. However, when the cases of discipling the students happened, the teachers mostly code- switched into L1, which was also noted in Khaernnisa (2016) and Nilsson (2013). Overall, the data obtained in the present research is broadly consistent with the major findings in previous research on the topic of L1 use in primary classroom. It indicates that the teachers with different experience use both L1 and TL. It shows that the teachers use L1 for a complex of different functions and display a preference of such functions as giving information/feedback, asking questions, and giving instructions. The result is also in line with other studies indicating the usefulness of L1 when introducing new grammar rules and complex vocabulary terms. The study revealed that the teachers view of the balanced use of L1 in a foreign language classroom differs from what the Estonian National Basic School Curriculum for teaching and learning foreign languages recommends. The language of instructions of the observed teachers was not mainly TL, as giving instructions was the third most common function of L1 usee. Although the National Curriculum emphasizes the use of the mother tongue for explanations only, the study found that the teachers were using L1 for a range of different functions. Despite the fact that the teachers tried to avoid code-switching when possible by using other strategies and expressed their willingness to use more TL, all of them agreed that there are cases (like explaining grammar) when L1 is absolutely needed. It seems that the teachers in the present study try, to a great extent, follow position that L2 should be used when possible and L1 when needed. Albeit providing some insight into the topic of L1 use by the teachers, there are several limitations to this study. First and foremost, the small sample of teachers from one Russian-language school makes it impossible to draw conclusions about using the mother tongue in primary schools in Estonia in general. The quantitative results offered to only aimed at providing a deeper understanding of the language choices made by the teachers in EFL teaching for young learners. Also, only one lesson for each teacher was chosen for the in-depth analysis, which might not have been representative . CONCLUSION Whether to use L1 in foreign language classes and, if to use it, for what purposes is a subject under research and continues to be one of the most frequently discussed topics among linguists and methodologists. Increasingly more researchers claim that the use of in a foreign language classroom can be a valuable element of it and there is no need to discuss whether it should be used or not, but more research is needed to find out how much it should be used and for what purposes this should be done. Several research studies in the primary classroom have also found that using L1 for both educational purposes as well as practical ones supports FL acquisition. They have shown that teachers use L1 for a variety of purposes, such as to give information and feedback, to give instructions, to teach grammar and vocabulary, to discipline students and to give a sense of security. Drawing on previous studies that have shown teachers using L1 in FL classrooms for different functions and in the light of the quite restricted use of L1 recommended by The Estonian National Basic School Curriculum for teaching and learning foreign languages this study set out to investigate how teachers resolve the conflict between the policy and practice in the real context of the primary EFL classroom in Estonia. Therefore, the research questions of the thesis were formulated as follows: how much L1 do teachers use in primary EFL classroom; what are the L1 use patterns of teachers teaching young EFL learners in terms of frequency and functions? In order to obtain the information about the amount and functions of L1 use, three primary classroom teachers were observed and interviewed. The data was audio-recorded and later transcribed. After that, three separate analyses were carried out. Firstly, in order to find out how much L1 teachers use in the primary EFL classroom, all the L1 and L2 words in the teachers Secondly, the functional analysis of the utterances was carried out. It was considered a suitable method due to the goal of this study, namely, to identify the functions of L1 use and their frequency talk. Finally, the practice were compared to the observation data. The preliminary analysis of the data revealed that the observed primary teachers used both TL and L1 with the average L1 use constituting 44 per cent during one lesson time. It was also established that although the reported ideal balance of the teachers L1 and TL use corresponded to their real classroom practice, the teachers expressed their willingness to use more TL during their lessons. It was concluded that the teachers in this and tried to avoid L1 use where possible. The most common function L1 fulfilled was giving information, which included three subcategories: feedback, information about the happening and information about the past or the future. Feedback was the most often used subcategory under this function. The analysis also revealed that the second most often used L1 function was asking eleciting and information questions and the third was giving instructions for now and for later. Moreover, L1 was quite frequently used in order to translate, especially the spoken instructions and questions. The teachers also found the use of L1 almost unavoidable when explaining grammar and difficult vocabulary. It was less common for the teachers to use L1 for such functions as disciplining, encouraging or praising the students. Overall the study managed to show that L1 serves numerous functions in the primary classroom and however the use of it is criticised, yet teachers cannot overlook the importance of using L1 in the FL classroom. 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There is a role for the L1 in second and foreign language teaching, The Canadian Modern Language Review, 54(4), 531-540. Zabrodskaja, Anastassija. 2005. Vene-eesti koodivahetus Kohtla-Järve vene emakeelega algkoolilastel. Tallinn: Tallinna Ülikooli Kirjastus. APPENDIX 1: Parental consent form , - anna.stepanova@tkvg.com / _______________ APPENDIX 2: Transcription conventions Identification of speakers: T: teacher S: student SS: students Good morning. Reading from text (xxx xxx) word/s not audible utterance in Russian English translation of Russian word (1.0) pause in seconds ^ rising intonation APPENDIX 3: (Nagy 2009: 113-114)10 1. Translation (switching from the L2 to the L1 to make input comprehensible) a. translation of written L2 items into L1 b. translation of spoken L2 items into L1 2. Meta-linguistic use (switching from talking in L2 to talking about L2 in the L1) a. explaining L2 forms (grammar) or comparing it with the L1 forms b. explaining L2 pronunciation or comparing it with the L1 pronunciation c. explaining L2 spelling or comparing it with the L1 spelling 3. Question (expecting verbal [possibly non-verbal] response from the students) a. information question (the teacher does not know the answer) b. eliciting or display question (the teacher knows the answer) 4. Instruction (expecting action from the students) a. the action follows right after the instruction b. the action is expected later on 5. Information (expecting acknowledgement from the students) a. feedback (teacher initiated, student/s responded, and now the teacher reacts to the response by echoing the answer, evaluating it or both) b. inside plane shift (teacher talks about the happenings, usually to help the process scaffolding) c. outside plane shift (teacher talks about past or future, not related to the here and now) 6. Affective response (teacher expressing state of mind, shaping behaviour) a. apology b. discipline c. praise d. encouragement e. joke s reaction to student request in the L1 (can be translation, metalinguistic use, question, instruction, information, affective response or marker) 8. Metacomment or aside (teacher talking to her/himself) For more detailed explanation of coding scheme with examples see Nagy 2009, p.115-122. 9. Marker 10. Outside the lesson frame (teacher talking to researcher, other students, nurse entering lesson) 11. Cannot be coded (segment, not clear what was before or after) APPENDIX 4: Teachers 11 Teacher J Teacher N Techer T use of L1 (Russian) and English in the primary classroom? I believe that the most effective I think that in the primary If we are talking about the third way to learn a foreign language classroom the teacher can use grade then the ideal balance is to use it. Teaching English in would be 70% and 30%, I mean English even at the primary level than English. Firstly, because 70% of English and 30% of is my preference. However, there their English vocabulary is small. Russian. are cases when the teacher might Secondly, even if to compose a Ideally, the teacher should sentence from the words that they in teaching in order to make already know, the students whenever possible with gestures, explanations clear. always capture the essence of the flashcards, realia like toys and sentense. In that case you can the like so that young learners codeswitch into Russian. develop associations between How often do you think L1 English words and certain (Russian) should be used in objects, which helps them to English classroom? think in English earlier than If we are talking, for example, expected, rather than English about the third grade, then 60% lexical items and their L1 of Russian can be used, maybe equivalents. less, about 50%, but you sholud try to use English as much as possible even in the elementary classes. 2. What impacts your language choices in the classroom? The activity and the topic being Language instruction is closely explained impact my language know some term even in Russian tied to lesson topics and choices in the classroom. and I simply have to codeswitch objectives. The less students are Do you make deliberate or into Russian. But working with familiar with the topic in hand, unconscious choices? the text, the questions and the more L1 is likely to be used, I make deliberate choices answers about the text, this must especially when it comes to according to a particular lesson be in English. grammar explanation. plan. The course book also impacts my And the dynamics in the group. If language choices. I see that it is very difficult for the learners, then I can use more Russian. Do you make deliberate or unconscious choices? Unconscious choices in favour of the target language are made on the spot when the teacher realises that students learn something more quickly and effectively than expected and are able to drill different items in English only. 3. Are there any particular activities or moments in which you consider the use of Russian necessary? Why? What concerns grammar topics, I Firstly, for explaining new Russian is particularly helpful believe that it is even useful to grammar points. And when we during frontal instruction when use the mother tongue of students are translating and the students young learners are explained new to compare grammar differences grammar rules, because students and to let the students understand have to compare the two cannot make contrastive analysis The teachers were answering the interview questions in Russian. Later the answers were translated excluding the words like hmm all the tricky moments. Also, two languages. themselves yet and deduce rules languages are never the same; on their own. When I have to therefore, it is an effective compare the two languages or method to compare the target explain a difficult term. Also, st Russian is language to see how they differ. cases when other devices do not seem to help for the sake of encouragement. I have noticed that you also use Russian to give instructions and to explain homework can you explain why? I am not quite aware of what language the other teacher of English uses most of the time in my groups to explain homework and give instructions, I want to make sure that all the students understand what they are supposed to do although code- switching may be time- consuming. On my observations you are often saying a phrase in English and then you repeat it in Russian, can you explain why? I want students to have certain associations between English phrases and L1 equivalents so that later on the teacher could switch to using the target language only a little more easily. 4. Are you satisfied with your language choices in the classroom? Do you feel, or think, that you ought to do things differently in any way? Why? I am satisfied with my language It depends on the class. I can say I feel that I should be using more choices. I mainly teach older that I have notices that in some English with primary learners students and use the target cases I should not switch into even when it seems that a certain language. I support students who Russian. It happens by inertia group is inferior to another one. tend to help their classmates and sometimes. It would be fair to equalise explain the material told by me in learning conditions and their mother tongue. environment and encourage all students to use as much English as possible. 5. Are there certain strategies you use to facilitate understanding and clarify while you are speaking English? First, I try to sort out whether my I ask them to pay attention on the Yes, there are a number of students understand explanations key words in the text, or question strategies that can be employed. in English or not through making or in my speech. For example, asking a stronger them give examples and through I have been trying different student to give an example or interacting. I encourage students strategies. But for example the explain something in L1 to to compare the target language another student. Miming an item, with their first language and on how they perceive. drawing it on the blackboard if other languages to understand possible, using gestures. how the English language works. Googling an item in front of students to show a picture set or a video to them. Starting a sentence to translate something and then letting students guess its ending. 6. Would it be possible to use only English? In my opinion, it is possible from I think it is possible if to It would be possible during the perspective of the teacher to familiarize the students with the drilling and consolidation lessons use only English. Nowadays, lesson instructions beforehand. If at A1.1+ level in a more or less there may be students of different the lesson is based on the actions homogeneous group of students language knowledge level within like: take out your book, open who do learn quite fast and show one group which implies that your exercise book, write, draw good results. However, young those students who know more and even explain what to draw learners, in contrast to adult than others can help the students and how. learners, would still need a bit of who have weaker knowledge. So, And it is possible with some L1 to understand grammar. the teacher could allow those certain topics. For example if the stronger students explain the topic of the lesson is colours, material to the weaker students in then certainly, or for example their mother tongue. plants, animals or body parts, then yes. APPENDIX 5: Transcribed data Teacher J. (4th grade) 1 SS : ((talking)) 2 T : ((the bell rang)) the lesson has started (xxxxxx) stand up already and we 3 will start (16.0) ((waits for students to stand up)) so right (4.0) good 4 afternoon^ 5 SS : good afternoon teacher 6 T : h o w are you today^ 7 SS : we are fine how are you today 8 T : 9 guest in our class teacher Anna she is observing our class today (1.0) ok 10 so your home task for today was to learn a poem I will check it later on 11 (2.0) we start from (1.0) from today's lesson topic so open your books on 12 the page forty-five ((writes on the board)) (7.0) page forty-five in your 13 books (3.0) so what are we going to do today^ what is (1.0) what are 14 those two words on the top of page forty-five Erik what is written there^ 15 S : class composition 16 T : class composition^ what are we going to do^ are we going to write^ read^ 17 S : no 18 T : listen^ speak^ what^ 19 S : speak 20 T : speak^ 21 S : speak 22 T : speak as well yes but first of all ((waits for the answer)) 23 S : write 24 T : yes so today we are going to write a composition (1.0) about people at 25 work and what is the profession what is the job of a person we are going 26 to write about 27 S : a lifeguard 28 T : a lifeguard^ a lifeguard Anton so (2.0) let's read the words first the verbs 29 30 Zlata 31 S : work help swim wear protect speak watch 32 T : wear wear hmm ((repeats the word with the right pronunciation)) ok what 33 34 SS : 35 T : help 36 SS : 37 T : yes swim 38 SS : 39 T : y es wear 40 S : 41 SS : 42 T : protect 43 SS : 44 T : speak 45 SS : 46 T : yes and watch 47 SS : 48 T : yes 49 S : a t-shirt hat sunglasses phone sandals shorts 50 T : shorts ((pronounces correctly)) now ok so what is clothes 51 S : 52 T : but what elements of clothes can you see^ what words mean clothes 53 S : 54 T : in English 55 S : sandals, t-shirt, hat, sunglasses 56 T : ok sunglasses what is it^ is it another element of clothes^ or (2.0) yeah 57 we can say it is and accessory ok what is a phone 58 SS : 59 T : what can you do with a phone^ 60 S : 61 T : which verb to use 62 phone 63 SS : (xxx) speak 64 T : speak (1.0) on phone speak on phone ok 65 ^ 66 SS : wear 67 T : wear wear a t-shirt wear a hat wear sandals wear shorts ok so we will 68 write the composition later on all together but before we have to get 69 prepared for it (1.0) now put your books on the side 70 and open your workbooks 71 shh ((signals to be quieter)) what is the problem^ (xxx) page 72 twenty-eight in your workbook ((writes on the blackboard)) (3.0) make 73 together writing preparation (1.0) so what do people wear name and write 74 under each element yes so the first picture what is it Nikita 75 S : ^ 76 T : what^ well done (xx) page twenty-eight (2.0) exercise one what is the 77 first clothes element what picture (xx) (2.0) they are shorts write it down 78 yes shorts 79 S : 80 T : the second picture what are they^ Zlata 81 S : trousers 82 T : trousers yes they are the third picture^ Maria what element^ 83 S : erm gloves 84 T : no not gloves 85 S : a belt^ 86 T : hmm yes it is a belt right you are it is a belt (2.0) the fourth picture^ Erik 87 please what is the fourth picture^ 88 S : gloves 89 T : gloves right you are (4.0) the next picture number five what is it Seva^ 90 S : a jacket 91 T : ow and the first picture in the second 92 row Pasha what is it^ 93 S : boots 94 T : yes they are boots (2.0) after that the second picture Maria what are they^ 95 S : sandals 100 T : sandals^ yes the third picture^ Jan 101 S : hmm shoes 102 T : it^ Seva 103 S : a helmet 104 T : 105 individual student) well done (1.0) exercise two now have you managed 106 with exercise one^ ready^ (2.0) say yes if you are ready 107 SS : yes 108 T : yes (2.0) now exercise two what are adjectives^ do you remember^ 109 adjectives^ 110 S : 111 T : yes 112 113 114 115 116 117 black shoes black it is an adjective 118 shoes it s a noun adjective is on the first place and the noun is on the 119 second place 120 ^ 121 SS : 122 T : 123 SS : 124 T : 125 126 - 127 128 129 a 130 shoes belt 131 belt brown belt ((writes on the board)) 132 133 a a brown belt 134 135 Erik 136 137 the belt is brown ((writes on the board)) 138 139 140 141 142 remember that is that clear^ 143 ^ 144 SS : 145 S : 146 T : 147 it is a brown belt 148 ((writes on the board)) 149 150 (xx) 151 152 the a 153 154 155 156 ok 157 compositions 158 S : 159 T : 160 SS : 161 T : 162 - 163 - composition 164 composition 165 ok 166 167 168 169 170 171 172 - 173 174 ok 175 exercise two on page twenty-eight and number one let s make a phrase 176 about sandals what can you say Maria^ 177 S : thick sandals 178 T : thick sandals yes (xx) number two is what Kostja please what it is 179 S : thin boots 180 T : um thin boots hmm what does it mean thick^ thick^ 181 SS : (xxx) 182 T : thick ^ number one thin sandals 183 number two thick boots number one thin sandals number two thick boots 184 number three is next what can you say about helmet^ 185 S : hard 186 T : Nikita^ hard helmet yes hard helmet (1.0) hard helmet and number four 187 Sofia 188 S : tall ladder 189 T : 190 and articles where necessary 191 ^ sandals thin sandals do we need 192 an article ^ 193 S : 194 T : no ^ 195 S : 196 T : yes right you are Pasha number two thick boots do we need an article^ 197 S : yes 198 T : why^ Slava 199 S : 200 T : shoes 201 boots 202 number three hard helmet do 203 we need an article here^ 204 S : yes 205 T : yes why 206 S : 207 T : yes and number four tall ladder do we need an 208 article^ 209 SS : yes yes 210 yes right you are why ^ (1.0) 211 T : 212 S : 213 T : yes a tall ladder a hard helmet but thick 214 thin sandals and thick boots black shoes no article here ok so (xx)word 215 now and exercise three verbs 216 so choose a verb complete the sentences and what verbs are 217 given^ ^ Maria can you read the verbs^ 218 S : write wear help speak protect work 219 T : work ((pronounces correctly)) aha thank you so number one sentence 220 number one Zlata 221 S : the pilot speak into a microphone 222 T : so right verb 223 224 S : (xxx) 225 T : 226 S : speaking 227 T : present simple 228 229 230 SS : 231 T : 232 present simple 233 ((writes on the 234 board)) shh present simple 235 Maria^ 236 S : is speak 237 T : no I 238 you you 239 we they 240 do play and so on 241 242 he she 243 it s 244 es does plays 245 SS : plays ((try to pronounce after the teacher)) 246 T : es es 247 does 248 go es 249 wash 250 washs 251 washes es watch watch 252 watchs 253 watches 254 255 SS : 256 T : ^ 257 I am playing he is playing they 258 are playing 259 Present Simple so 260 the pilot 261 S : speaks 262 T : speaks into a microphone speaks s 263 thank you number two Kostja 264 S : umm sunglasses umm protect umm protects 265 T : protect the pilots eyes 266 (xxx) suglasses ^ 267 SS : 268 T : 269 ((shows the options on the board)) sunglasses^ 270 S : umm 271 S : 272 T : ^ they sunglasses 273 274 S : umm 275 T : - they 276 277 S : 278 T : 279 three is next Kiril 280 S : the nurse writes notes with a pen 281 T : the nurse writes notes with a pen yes 282 e e s 283 284 es 285 s well done the nurse 286 she she 287 she writes notes number four is next Zlata please 288 S : umm lifeguards 289 T : lifeguards ((pronounces correctly)) 290 S : works on the beach 291 T : uh-huh beach 292 lifeguards 293 S : 294 T : 295 S : work 296 T : lifeguards 297 work on the beach yes 298 lifeguards^ 299 S : they 300 T : they they work on the beach five is next Seva please (xx) 301 S : the fireman help people when there is a fire 302 T : thank you the right verb fireman one or many^ 303 S : umm 304 T : fireman 305 S : 306 T : one yes one fireman Seva (3.0) 307 308 S : 309 T : you can start yes 310 S : 311 T : 312 313 S : 314 T : so fireman 315 he Seva^ he s 316 the fireman 317 S : helps 318 T : helps people right you are and now number six Nikita 319 S : the nurse wears a belt 320 T : the nurse wears a belt right you are ok now back to your pupils books 321 322 323 lifeguard 324 325 S : 326 T : I know yes yes 327 SS : ((students talking)) 328 T : shhhh calm down please open your copybooks please (8.0) open your 329 copybooks write the date 330 S : ^ 331 T : today is the nineteenth I will give you a paper today is the nineteenth of 332 April ((writes on the board)) Erik^ can you please stop making that 333 334 class composition today (3.0) yes first of all we are doing it all together 335 and then you write your own so we are going to write a text about a 336 lifeguard 337 S : Miss Julia 338 T : yes Zlata please come here what are you going to write first^ 339 S : a lifeguard work in the beach 340 S : may I go out^ 341 T : you may go out yes a lifeguard can you repeat a sentence please^ 342 S : a a lifeguard work on the beach works 343 T : works yes on the beach yes a good start you can write 344 your own text (2.0) you can write your own text (2.0) ((says to a 345 particular student)) 346 S : 347 T : you should be more accurate (1.0) you can do it better ((goes around the 348 classroom and makes comments)) actually you yes you are supposed to 349 do like that you can write your own text now and hand hand in your 350 copybook with your text when you are ready ok^ 351 S : 352 T : so a lifeguard works on the beach the first sentence what can you write 353 after that Kostja^ 354 S : he he he umm have umm 355 T : he 356 S : was umm 357 T : 358 S : he wears a uniform 359 T : he wears a uniform you can write yes a lifeguard works on the beach 360 S : e 361 T : 362 S : 363 T : 364 S : 365 366 T : he he wears 367 S : wears 368 T : ok he wears a uniform a uniform ((reads what a student is writing on the 369 board)) ok what exactly what does he wear^ 370 S : he wear a hat t-shirt sunglasses sandals and shorts 371 T : right you are please write here as well 372 S : 373 T : but now we want to know exactly what he wears 374 S : (xxx) 375 T : yes because you have to write something and you have to use these words 376 given (8.0) he wears a hat a T- 377 shirt sunglasses shorts and sandals a hat t is missing Masha t is missing a 378 hat 379 S : a hat ((mispronounces like a hut)) 380 T : we are not talking about home so far so is your text ready^ ((a question to 381 a particular student)) 382 S : 383 T : ok think about the next sentence then 384 385 he helps a hat a shirt a t-shirt 386 shorts shorts 387 (6.0) 388 S : he was a stupid 389 T : 390 S : talking)) 391 SS : laughing)) 392 T : shh ^ Vlad 393 S : was 394 T : ^ 395 S : 396 T : a stupid 397 stupid ^ 398 399 SS : 400 T : 401 SS : 402 T : no so ok he wears a hat a t-shirt shorts sandals 403 sunglasses full stop thank you Pavel next sentence Sofia 404 S : lifeguard helps people on the beach 405 T : ok 406 407 a lifeguard 408 409 the the lifeguard helps people on 410 the beach on the beach (4.0) what does it mean^ 411 S : ^ 412 T : lifeguards (xx) ((comment to a particular student)) 413 SS : ((talking)) 414 T : shh Seva what is your sentence^ (4.0) ok Zlata^ 415 S : the lifeguard have a phone in his pocket 416 T : lifeguard he he has the lifeguard has the lifeguard has a 417 phone in his pocket (7.0) or the lifeguard has a phone on 418 his uniform the lifeguard has a phone 419 on his uniform so we have used the verbs 420 work help wear swim protect 421 speak and watch so we have to compose four sentences 422 (2.0) so Pasha 423 what what do you suggest^ ^ 424 S : the lifeguard have a sunglasses wears sunglasses the sunglasses 425 protect his eyes 426 T : k so 427 ((shows on the blackboard)) umm sunglasses protect his 428 eyes protect his eyes so (xxx) 429 430 431 432 S : 433 SS : ((talking)) 434 T : shh so ready^ 435 S : 436 T : homework 437 438 439 S : Julia 440 S : Julia 441 T : you can start already sunglasses protect 442 his eyes ok Sofia what is the next sentence^ 443 ^ 444 S : the lifeguard speaks on his phone 445 T : the lifeguard speaks on his phone yes brilliant a nice sentence and we 446 have to use speak and watch (1.0) 447 448 449 SS : ((noise)) 450 S : the pupils the pupils swim 451 T : pupils^ Pasha pupils 452 S : people 453 S : 454 T : sunglasses protect his eyes 455 S : 456 T : Nikita is changing and you made a mistake too eyes e y e s write e ok 457 ^ 458 Zlata 459 S : the lifeguard watch 460 T : watches es 461 S : at people 462 T : watches people 463 S : watches people 464 T : watch I watch at TV I watch TV I watch TV 465 watch he watches people 466 S : 467 T : who 468 S : who is swimming in the sea 469 T : who swim 470 S : who swim in the sea 471 T : can you write it please 472 S : yes 473 T : ^ ok 474 S : \ 475 T : the lifeguard watches watch es watch es 476 watches people (4.0) watches people who swim in the sea who swim who 477 w h o w h o 478 S : 479 T : yes uh-huh 480 swim in the sea (4.0) in the sea thank 481 you uh-huh ok now your hometask for Wednesday 482 483 484 S : - 485 T : Thursday today is Thursday so shh be quiet I am explaining your 486 homework 487 488 shh let me explain^ (xx) 489 490 491 492 493 494 495 S : 496 S : helmet 497 S : jacket 498 T : it s a coat or a jacket shh be quiet so now your homework 499 500 S : 501 T : shh 502 so the first 503 will be Seva 504 S : ((telling a poem)) 505 T : what day is today^ 506 S : 507 T : remember^ Monday Tuesday Wednesday Thursday Friday what day is 508 today^ ^ 509 S : today is Thur 510 T : today is Thursday yes when is your birthday^ 511 S : 512 T : in English 513 S : January 514 T : January next one will be Kostja shh 515 so 516 S : ((telling a poem)) 517 T : well done Zlata 518 next please 519 S : ((telling a poem)) 520 T : shh 521 - 522 - 523 524 525 Zlata please 526 S : ((telling a poem)) 527 T : 528 S : ((telling a poem)) 529 T : what day is today 530 S : 531 S : Wednesday 532 T : no Wednesday was yesterday today is next next day 533 S : Thursday 534 T : Thursday ok our lesson is over have a nice day and good luck tomorrow Teacher N. (3rd grade) 1 T : Jaroslava 2 (23.0) good morning children 3 SS : good morning teacher 4 T : sit down please (2.0) so what was your homework for today^ erm where 5 6 ^ Adrian^ 7 S : 8 T : - ^ 9 S : um learn um learn and translate the text 10 T : 11 S : read and translate the text 12 T : repeat please 13 S : read and um 14 T : translate 15 S : translate um 16 T : the text 17 S : the text 18 T : read and translate the text yes would you please open your students 19 books on page one hundred and fifty one hundred and fifty-one so this 20 text and now tell me erm what difficulties erm you had 21 ^ erm Zapalova 22 S : 23 T : ^ 24 S : 25 T : Jaroslava^ 26 S : 27 28 T : Egor (2.0) ^ 29 S : 30 T : erm did you like the text^ 31 SS : yes 32 T : 33 will you pronunce them^ who would like to start^ Roza 34 read the words in yellow which are given in yellow 35 S : instruments strike shake drums tambourine xylophone 36 T : xylophone ((pronunces correctly)) 37 S : xylophone triangle cymbals 38 T : cymbals good erm what words erm (3.0) are very difficult for you to 39 pronunce^ 40 41 Margarita 42 S : 43 T : uh-huh now words Egor^ 44 S : 45 T : Petja^ 46 S : no 47 T : n o erm now find some phrases in the text then erm 48 Eva 49 S : percussion instruments 50 T : g o od 51 ^ (xx) Milana (3.0) Eva^ 52 S : (x) 53 T : 54 55 Jaroslava^ 56 S : is called 57 T : called is called yes erm (2.0) 58 Jaroslava 59 S : (xx) 60 T : 61 S : strike with our hands 62 T : w ith our hands good erm 63 ^ with our hands ^ Roza 64 S : with drumsticks 65 T : drumsticks with drumsticks 66 S : mallets 67 T : mallets yes with mallets yes and now I want you to listen to the text one 68 more time 69 70 71 S : ((students are listening to the text and reading aloud with the recording)) 72 T : now let the text Evelin start please 73 S : per percu percussion 74 T : percussion ((pronounces correctly)) 75 S : percussion instruments percussion instruments are a family of musical 76 instruments we strike 77 T : strike 78 S : strike or shake them 79 T : them ((pronounces correctly)) 80 S : percussion instruments are big and small these 81 T : these ((pronounces correctly)) 82 S : these instruments add special sound to music 83 T : translate please 84 S : 85 86 T : we 87 S : 88 T : good 89 S : 90 T : these ^ Eva 91 S : 92 T : 93 S : 94 T : Adrian 95 S : 100 T : 101 S : 102 T : ^ special sounds 103 S : 104 T : ^ Eva 105 S : ((reads and tranclates the text)) 106 T : 107 S : 108 T : 109 S : 110 T : (2.0) can you stamp your feet Milana^ 111 S : 112 T : ^ 113 S : 114 T : Eva stamp^ ^ Rita ^ 115 S : 116 T : 117 S : 118 T : 119 S : 120 T : drums Egor 121 S : ((reads the text)) 122 T : stop this big drum is called 123 S : is called a bass drum 124 T : a bass drum ((pronunces correctly)) 125 S : a bass drum the boy is striking ((reads the text)) 126 T : translate 127 S : ((translates the text)) 128 T : mallets^ 129 S : 130 T : 131 S : 132 T : 133 S : 134 T : ^ keeps the beat 135 S : (xx) 136 T : (3.0) Jaroslava 137 S : 138 T : 139 S : 140 T : - 141 this big drum is called a bass drum 142 - 143 a bass drum 144 S : 145 T : the tambourine Milana 146 S : a tambourine is like a small drum we strike it with 147 T : with 148 S : with our hands we can shake it too 149 T : translate 150 S : 151 T : 152 S : 153 T : like^ (x) 154 S : 155 T : 156 S : 157 T : 158 S : 159 T : it 160 S : 161 T : - with - 162 S : 163 T : 164 S : 165 T : can^ Roza 166 S : 167 T : Roza 168 S : the 169 T : the xylophone 170 S : the xylophone a xylophone has wooden bars the girl is striking 171 T : striking ((pronunces correctly)) 172 S : striking the xylophone with mallets 173 T : has 174 S : 175 T : Petja 176 S : 177 T : 178 S : 179 SS : students help)) 180 T : ^ Adrian 181 S : 182 T : 183 S : 184 T : Vika^ Petja^ Eva^ 185 S : 186 T : 187 S : 188 T : triangle Eva 189 S : ((reads the text)) 190 T : 191 S : 192 T : 193 S : 194 195 T : its ^ 196 S : 197 T : 198 S : 199 T : good erm cymbals (2.0) Jaroslava 200 S : ((reads the text)) many kinds 201 T : kinds ((pronunces correctly)) 202 S : ((reads the text)) some are big and some are small 203 T : small ((pronunces correctly)) 204 S : small they sound different this boy is playing big cymbals 205 T : when (2.0) when^ Petja when Adrian^ 206 S : 207 T : 208 S : 209 T : there are ^ 210 there are^ Rita 211 S : 212 T : 213 S : 214 T : kinds Petja^ 215 S : 216 T : 217 S : 218 T : 219 S : 220 T : 221 S : 222 T : 223 S : 224 T : sound 225 S : 226 T : Egor^ sound (2.0) 227 S : - 228 T : 229 S : 230 T : 231 Egor 232 S : ((reads the text)) is your favourite 233 T : favourite ((pronunces correctly)) 234 S : listen 235 T : listen^ 236 Kirill 237 S : 238 T : 239 S : 240 T : again 241 S : 242 T : 243 S : ^ 244 T : yes and now answer these questions which instrument is your favourite^ 245 Egor 246 S : drum 247 T : drum which instrument is your favourite^ 248 S : triangle 249 T : the triangle yes which instrument is your favourite^ Petja 250 S : 251 T : 252 S : ^ 253 T : all I like all instruments all instruments and now page a hundred and 254 fifty-two what do you like about the text^ at first read these words 255 number one keeping the beat and so on will you read these words^ 256 keeping the beat 257 SS : keeping the beat drums tambourine cymbals 258 T : 259 are neutral at first what do you like Milana^ 260 S : keeping the beat 261 T : keeping the beat yes^ ^ Roza^ 262 S : I like tambourine 263 T : tambourine Rita^ 264 S : keeping the beat I like 265 T : yes good but I like keeping the beat yes erm Jaroslava 266 S : keeping the beat drums tambourine cymbals 267 T : and cymbals all the parts of the text Evelin^ 268 S : 269 T : what do you like 270 about the text^ 271 S : tambourine 272 T : tambourine and answer the question what is your favourite part it is 273 274 your favourite and explain 275 what is your favourite part Milana^ 276 (3.0) Eva^ 277 S : my favourite part keeping the beat 278 T : is keeping the beat 279 S : is keeping the beat 280 T : why^ 281 S : (4.0) 282 T : ^ 283 S : 284 T : because erm it is told about all the instruments here 285 ^ erm Milana 286 S : I like keeping the beat 287 T : it s fun for example it 288 S : it 289 T : so you like to keep the beat you like Roza 290 S : xylophone it is interesting 291 T : good now look back at the text and I want you to draw such scheme in 292 your erm exercise book write down the date B 293 ^ 294 ^ 295 ^ 296 Roza^ 297 S : write the main idea and the details 298 T : what in Russian for main idea^ main idea 299 S : 300 T : details^ 301 S : 302 T : ^ 303 304 ^ Vika^ Roza^ 305 S : 306 T : ^ Rita^ 307 S : 308 T : 309 (4.0) 310 311 (4.0) Rita ^ 312 S : ^ 313 T : (11.0) percussion instruments and 314 we are going to speak about the text and your workbooks making music 315 here I want you to write the main idea from the text 316 (2.0) 317 what is the main idea of this text Adrian^ 318 S : percussion instruments 319 T : uh-huh percussion instruments 320 321 Jaroslava 322 S : percussion instruments are the family of musical instruments 323 T : 324 325 percussion instruments are the family of musical 326 instruments (3.0) Petja ^ 327 (10.0) where is the main idea (xxx) percussion 328 percussion instruments are the family of musical instruments (21.0) 329 330 ((speaking to a particular student)) percussion instruments 331 332 string instruments 333 percussion 334 (2.0) Adrian 335 S : percussion percussion 336 T : percussion ((pronunces correctly)) 337 S : percussion instruments are the family of musical instruments 338 T : percussion instruments 339 S : percussion instruments are the family of musical instruments 340 T : musical 341 S : musical 342 T : good 343 S : what were the details of this text^ Eva^ 344 T : instruments 345 S : drum (2.0) is a detail what are the 346 T : other words^ Eva 347 S : shake strike 348 T : shake strike 349 S : tambourine 350 T : shake strike 351 Jaroslava 352 S : cymbals 353 T : cymbals (3.0) cymbals Adrian 354 S : tiangle 355 T : ^ 356 S : triangle 357 T : triangle ((writes on the board)) triangle and Kiril^ Evelin^ 358 S : xylophone 359 T : xylophone yes xylophone ((writes on the board)) xylophone 360 and 361 S : tambourine 362 T : tambourine ((writes on the board)) and tambourine (8.0) so now I want 363 you to look at the musical instruments and name them 364 365 S : 366 T : - (8.0) 367 368 369 370 so what is number one^ in English what 371 is number one^ (x) 372 S : cymbals 373 T : cymbals what are the details^ of this instrument^ (3.0) is it a triangle^ 374 ^ is it ^ ^ 375 ^ cymbals 376 S : 377 T : 378 S : 379 T : they are big and flat and look like a plate 380 a plate 381 yes they are cymbals 382 number two erm Jaroslava ^ (2.0) it is 383 S : it is 384 T : or this is a drum what kind of drum shh ^ 385 what kind of drum a base 386 S : a base drum 387 T : why do you think that it is a base drum^ 388 a base drum^ 389 S : ^ 390 T : it is 391 S : it is big 392 T : it is big yes number three Petja 393 S : tambourine 394 T : why do you think that it is a tambourine^ ^ what are the details of 395 the tambourine ^ (2.0) Roza 396 S : (xx) 397 T : 398 S : 399 T : we can strike Eva 400 S : we can shake it 401 T : we can shake it and 402 S : strike 403 T : strike with 404 S : with hands 405 T : (x) 406 S : it is like a small drum 407 T : it is like a small drum yes it is small we can shake it we can shake it and 408 strike it with our hands number four Jaroslava 409 S : triangle 410 T : a triangle yes what is a detail of this instrument 411 S : 412 T : 413 S : xylophone 414 T : a xylophone yes a xylophone why do you think so^ what is the detail of 415 it^ 416 S : mallets 417 T : these are mallets and these are what^ 418 S : bars 419 T : bars these are bars wooden bars 420 421 422 423 424 what instrument is it^ 425 S : xylophone 426 T : the xylophone why do you think so^ 427 S : (xx) 428 T : ^ why do you think 429 S : 430 T : 431 S : (xx) 432 T : how do we play this instrument^ 433 S : with mallets 434 T : yes you can hear mallets which strike then the next 435 S : drum 436 T : a drum why do you think so^ ^ we 437 can hear 438 S : strike 439 T : yes how drumsticks strike 440 S : mallets 441 T : or mallets Evelin^ 442 S : tambourine 443 T : why do you think so^ 444 S : 445 T : ^ we can hear 446 S : shake and strike 447 T : we can shake it yes^ 448 S : yes 449 T : we can hear how somebody shakes it or is shaking it the next Petja 450 Eva 451 S : cymbals 452 T : cymbals ((pronunces correctly)) how do we play it^ 453 S : we strike 454 T : the cymbals we strike the cymbals 455 S : together 456 T : together we strike the cymbals together and one more what is it^ 457 S : triangle 458 T : yes why do you think so^ we can see what we can hear what^ 459 S : percussion 460 T : percussion good we strike it also we strike it yes it was a triangle then 461 open your workbooks on page a hundred and thirty page a hundred and 462 thirty making music (3.0) a hundred and thirty ^ 463 S : 464 T : thirty^ thirty one hundred and thirty making 465 music making music 466 to make music 467 making music (2.0) the 468 first activity A read the text quickly what is the main idea^ complete the 469 sentences the sentence 470 471 find the main idea (3.0) you are ready yes^ good 472 Rita are you ready^ 473 S : (xx) 474 T : Eva^ 475 S : percussion instruments 476 T : percussion instruments yes again about percussion instruments but the 477 task is complete the sentence 478 479 S : how people making music 480 T : how people make music Hanna ^ 481 music^ how people make music exercise 482 A page a hundred and thirty-one 483 484 485 A 486 exercise A match the people to the instruments 487 Matthew c Lauren 488 S : b 489 T : Roza^ 490 S : b 491 T : and name an instrument 492 S : xylophone 493 S : xylophone Lauren b erm Louise Milana^ 494 S : Louise e triangle 495 T : tambourine 496 S : tambourine 497 T : tambourine yes Louise tambourine Ben^ 498 S : Ben cymbals 499 T : cymbals ^ 500 S : d 501 T : and Harrison^ Eva 502 S : Harrison is playing triangle 503 T : triangle good 504 ^ 505 Mattew is 506 S : Mattew is playing the drums 507 S : Lauren^ 508 T : Lauren is playing the xylophone 509 S : Louise 510 T : Louise ((pronunces correctly)) 511 S : Louise is playing the tambourine Ben is plying the cymbals Harrison is 512 playing the triangle 513 T : 514 ^ 515 ^ 516 S : 517 T : 518 B read again complete the 519 sentences with the words below number two who has completed this 520 sentence^ ^ Adrian 521 522 523 S : the xylophone makes a nice sound 524 T : Jaroslava 525 S : the tambourine is wooden 526 T : wooden ((pronunces correctly)) 527 528 now you may be free 529 goodbye Teacher T. (3rd grade) 1 T : all right please stand up please stand up (3.0) Arseni Katja Katja Kostja 2 please stand up Vova and Kirill please stand up Nikita (2.0) Arseni (3.0) 3 Arseni ^ (2.0) (3.0) so good 4 morning everyone 5 SS : good morning teacher 6 T : now 7 so today I ask you to bring your projects to 8 me yeah so I am going to show you 9 ((no one is 10 raising their hands)) 11 S : 12 T : ok it means that we can present erm the projects today and then we are 13 going to talk about music yes I see Kirill lot of lot of different things you 14 have here very nice so I will explain how to present 15 16 (18.0) ((opening the presentation)) so have 17 a careful look at the screen when you come 18 S : 19 T : ^ 20 S : 21 T : ok who can give it to you^ who can give it to you^ 22 S : ^ ((asks the student)) 23 S : 24 T : yes please be so kind so when you come to the front Arseni listen when 25 you come to the front with your map yes with your project for example 26 you are showing the map and you start telling me where you live first of 27 all for example I live in a town I live in a countryside so you tell me first 28 about where you live then is your 29 neighbourhood big or small^ if it is big it means that there are many 30 different things - it 31 is big aah then you start telling me what there is 32 there is a supermarket a garden an apartament a house a 33 school a see yeah 34 - 35 - I like for example I like the 36 garden because because there are flowers I like the supermarket 37 38 listening 39 thank you for listening right who would like to be the first one today^ 40 Arseni^ 41 S : ^ 42 T : show as show as your map aha so this is your neighborhood ok so please 43 start start telling 44 S : I live in a town my neighborhood is big there are restaurant field 45 T : a restaurant a field 46 there is 47 S : 48 T : there is 49 S : there is a restaurant field hmm market 50 T : yes 51 S : bus stop ho ho 52 T : hotel^ yes^ 53 S : hotel 54 T : petrol station 55 S : and petrol ((wrong pronunciation)) station 56 T : petrol petrol 57 S : and petrol station 58 T : what do you like in your neighborhood^ 59 S : I like foot field and hmm and and 60 T : 61 T : 62 T : 63 S : football field^ 64 T : football pitch 65 S : pitch I like football pitch hmm 66 T : because 67 S : because it 68 T : aha 69 S : I like I like the market because it 70 T : yeah 71 S : yes 72 T : what do Arseni what do you buy in the market^ 73 S : I buy in the market 74 T : for example for example 75 S : for example 76 T : ^ I buy 77 S : eggs 78 T : aha 79 S : (x) 80 T : sausages 81 S : sausages milk 82 T : yeah thank you Arseni don yes the last 83 sentence 84 S : thank you for listening 85 T : yes thank you so much Arseni well done who is going to be the next one^ 86 87 hings how do you (xx) like this^ yeah ok please start 88 speaking 89 S : I live in a town ((wrong pronunciation)) 90 T : town 91 S : town my neighbourhood is small 92 T : aha and you you are sad^ that your neighbourhood is small 93 S : ((laughing)) yes ^ 94 T : yes 95 S : supermarket field 100 T : a field aha 101 S : a field 102 T : 103 S : 104 T : ^ 105 S : 106 T : a field 107 S : (xx) and ^ 108 T : a river 109 S : river river 110 T : a river yeah 111 S : I like 112 T : ^ 113 S : I like street 114 T : the street why^ 115 S : and city 116 T : city^ where^ what city^ what city do you like^ 117 S : ^ 118 T : 119 S : 120 T : I walk 121 S : I walk 122 T : aha and the last sentence 123 S : thank you 124 T : thank you 125 S : thank you for listening 126 T : for listening five with a little minus Sonja and (4.0) ok this is your 127 neighborhood ok so you live 128 S : in the city 129 T : in the city center in the city center 130 S : my neighborhood is big 131 T : right 132 S : there are hmm my school park hmm hmm market 133 T : the market 134 S : the market bus stop bakery hotel movie theatre and street on the sea 135 T : next to the sea yeah next to the see so what do you like in your 136 neighborhood^ 137 S : I like hmm movie theatre bakery and my school 138 T : what is the name of this bakery 139 S : hmm 140 T : what is the name 141 S : 142 T : do you know^ do you know what what is the name of this bakery^ 143 ^ ^ and 144 S : thank you for listening 145 T : thank you so much aha now Viktoria 146 S : my neighborhood is big 147 T : stop for a second (x) and Arseni 148 S : there is a supermarket sea bakery ^ 149 T : Tallinn song Tallinn song festival ground ground Tallinn 150 ground 151 S : I like sea because hmm ^ 152 T : 153 S : ((wrong pronunciation)) 154 T : pretty yeah do you go swimming in the sea^ 155 S : no 156 T : 157 S : no 158 T : why not^ why not^ ^ why not^ 159 S : 160 T : because the water is cold^ 161 S : the water is 162 T : dirty and cold^ so say it I don I don 163 S : I don 164 T : dirty 165 S : dirty yes 166 T : and 167 S : thank you for listening 168 T : thank you so much very well done Kristina 169 S : ok 170 T : then Vova will come aha so show as your neighbourhood aha 171 S : I live in a town ((wrong pronunciation)) 172 T : town town 173 S : my neighbourhood is big there is there is erm a supermarket and park 174 T : aha and a park aha what do you like about your neighbourhood^ 175 S : I like park 176 T : the park why^ 177 S : (xx) 178 T : what do you do in the park^ 179 S : 180 T : what do you do^ do you play^ do you run^ do you 181 S : 182 T : walk 183 S : walk 184 T : walk 185 S : thank you for listening 186 T : thank you Arseni ^ pitch^ 187 S : 188 T : ^ 189 S : I live in a town my neighbourhood is big there is a park supermarket erm 190 bus stop 191 T : aha 192 S : I like park and supermarket 193 T : the supermarket and a park why^ why do you like the supermarket^ (4.0) 194 what do you buy in the supermarket^ what do you buy^ 195 S : 196 T : for example I buy what what do you buy there^ 197 S : (x) butter and erm 198 T : candies^ 199 S : candies 200 T : 201 S : thank you for listening 202 T : aha thank you Vova (2.0) (x) you are going to be the next one^ after 203 Vova so 204 S : I live in a town 205 T : aha 206 S : my neighbourhood is small 207 T : yes shh Rita - 208 S : there are 209 T : there is 210 there is a 211 supermarket 212 S : there is 213 T : a supermarket 214 S : a supermarket sea beach 215 T : a beach 216 S : sea a park 217 T : and what do you like about your neighborhood^ 218 S : I like the park the sea beach 219 T : aha do you go swimming in the sea^ 220 S : 221 T : do you swim in the sea^ do you swim^ 222 S : 223 T : yes or no^ do you swim^ 224 S : yes 225 T : yes I do 226 S : yes I do 227 T : what do you do in the park^ what do you do in the park^ 228 S : ^ ^ 229 T : bridge so Vova 230 S : I ride 231 T : a bike 232 S : a bike 233 T : where^ ^ where^ 234 S : a park 235 T : in the 236 park 237 S : in the park 238 T : in the park thank you thank you for 239 S : thank you for 240 T : listening 241 S : listening 242 T : Vova can I have a look at your map please aha 243 dangerous quiet interesting 244 interesting dangerous aha a drugstore bakery b 245 so Katja (1.0) and after Katja we will listen 246 to Anja Kirill were you present on Monday^ ^ 247 ^ 248 S : 249 T : so ok look at look at the colourful map 3e^ 3e^ please pay attention to 250 your peer drawing so let us talk about your neighborhood 251 S : I live in a town my neighbourhood is big there is a playground there is a 252 bridge 253 T : aha 254 S : 255 T : a playground and a beach yes^ 256 S : my neighboorhood is very quiet ((wrong pronunciation)) 257 T : quiet 258 S : my neighbours is very noisy I like my neighbourhood because there is fun 259 T : it 260 S : thank you for listening 261 T : very good five plus Katja five plus Anja ((one of the students has dropped 262 her pencilcase)) Anja so 263 there are different supermarkets yeah different shops ok and where is 264 your house^ where where is your house^ aha 265 S : I live a town 266 T : in a town 267 S : my neighboorhood is small there is mini rimi consum jaa ((says in 268 Estonian)) 269 T : and 270 S : and playground 271 T : aha 272 S : I like (x) ballet ((wrong pronunciation)) 273 T : aha (x) ballet^ 274 S : (x) ballet ((wrong pronunciation)) 275 T : ballet ballet why^ 276 S : 277 T : because 278 S : because 279 T : because I like performing 280 S : I like 281 T : performing performing 282 S : I like performing 283 T : aha I like performing so erm what do you usually perform^ do you 284 dance^ like what kind of dances do you do^ 285 S : 286 T : what kind what kind of performances do you do^ do you do it alone or 287 with your friends^ 288 S : with friends 289 T : with your friends how many how many friend do you have together with 290 you in a ballet^ 291 S : 292 T : how many friends^ 293 S : ten 294 T : ten friends what do you dance^ ^ 295 ^ 296 S : (xx) 297 T : so thank you for Anja tell it tell it tell it to us thank you 298 S : thank you for listening 299 T : for listening Anja good job Kirill Kirill your turn Kostja 300 ^ 301 S : 302 T : neighbourhood 303 hotels apartaments 304 S : I live in a town my neighbourhood is big 305 T : yes I think it 306 S : there is a park (xx) park 307 T : a park another park 308 S : another park and there is a parking lot 309 T : parking lot yes or parking place what do you like about your 310 neighborhood^ 311 S : I like erm my neighborhood because I have two parks 312 T : two parks what do you do in the parks^ 313 S : I ride a bicycle (xx) and walk with my friends 314 T : are there any animals in the park^ are there any animals there^ 315 S : no 316 T : no even even sq no there are no squirrels^ ^ 317 are there any birds^ 318 S : 319 T : pigeons maybe yeah pigeons so and tell us the 320 last words thank you 321 S : thank you for listening 322 T : thank you so much to you five plus yes and I think that its it aha (2.0) 323 today we are having a new topic we are going to talk about music what 324 music do you like^ Kostja what music do you like^ 325 S : ^ 326 T : yes what music do you like^ 327 S : 328 T : Nikita what music do you like^ 329 S : I like Eminem 330 T : Eminem^ who is Eminem^ 331 S : 332 T : rapper rapper he is a rapper aha what else do you like^ 333 Sofja^ 334 S : I like pop music 335 T : pop music English pop music^ Russian pop music^ 336 S : 337 T : both 338 S : 339 T : tell it 340 S : I like English music 341 T : aha the second question is yes Arseni 342 S : I like (x) music 343 T : which one do you like^ 344 S : hispanian music 345 T : Spanish Spanish music what do you 346 S : Enrique Iglesias 347 T : why not Enrique Iglesias is very popular what instruments do you play^ 348 are there any instruments that you play^ 349 S : ^ 350 T : flute 351 S : flute 352 T : you play flute^ 353 S : yeah 354 T : do you play any instruments^ what instruments do you play^ 355 S : flute 356 T : flute as well 357 S : 358 T : everyone everyone plays flute^ 359 SS : yees 360 T : does everybody does anybody play the piano^ the piano^ 361 SS : yes yes 362 T : so how many instruments do you play then^ the piano the flute what else^ 363 Kirill 364 S : guitar 365 T : really right 366 ^ 367 S : 368 T : aha yes we are going to make a composition we are going to study other 369 instruments that we have well well yes we are going to listen to them how 370 they sound 371 372 373 and we are going to answer questions aha (2.0) so open your 374 notebooks right now Kostja open your notebook please (7.0) and as 375 always shhh (3.0) Vova^ 376 Vova^ 377 S : I like I see 378 T : that s right so the first question is what do you see 379 what do you see 380 S : xx) 381 T : ^ 382 S : 383 T : so 384 we have a new question today what do you see 385 386 (2.0) the second the second question is what is 387 happening - 388 - 389 - 390 S : 391 T : ^ - so what 392 what and the last question is what do you like 393 about the video what do you like (14.0) so three questions where is your 394 notebook^ (4.0) as always we are watching the video two times 395 S : 396 T : I don t have a spare sheet I don t 397 398 S : 399 T : Kirill do you have a spare sheet of paper^ 400 Nikita 401 S : 402 S : 403 T : ^ 404 S : 405 T : ^ please be so kind and share 406 407 SS : ((watching the video)) 408 T : so one more time one more time one more time Katja yeah 409 S : 410 SS : ((watching the video)) 411 T : so one by one one by one - - Katja what do you 412 see in this video^ 413 S : I see drums 414 T : drums what instrument is that^ 415 S : 416 T : aha yes drums 417 S : I see trumpet 418 T : a trumpet yes ^ 419 S : 420 S : instruments 421 T : yes instruments and a concert 422 S : a strike strike 423 S : people 424 T : ((can 425 instruments a concert then 426 S : a strike strike 427 T : a strike^ 428 S : 429 T : to strike a strike Vova 430 SS : ((laughing)) 431 S : 432 T : 433 - 434 435 436 - yes 437 S : guit gu guitar 438 T : guitar guitars 439 S : cymbals cymbals 440 T : what are cymbals^ 441 S : 442 S : 443 T : 444 445 yes 446 S : people boy and girl girls 447 T : boy and girls right 448 S : childrens 449 T : children 450 S : childrens childrens 451 T : yes children child children 452 S : pictures 453 S : colours 454 S : garage 455 T : garage^ 456 S : 457 T : garage ok 458 - 459 a parade 460 S : colours^ 461 SS : colours 462 T : 463 464 British English American English colour 465 S : grandma 466 T : grandma^ there was one and you also saw a parade 467 468 469 S : strike 470 T : they were striking the drums yeah 471 S : shake 472 T : what were they shaking^ 473 S : (xx) 474 T : what else was there^ what else was there^ 475 there was a music class a music class 476 a music class 477 S : 478 T : yes I know 479 480 481 S : music 482 T : they are performing to activities 483 S : ^ 484 T : 485 S : 486 S : play and 487 S : play instruments 488 T : - that so what here you 489 write everybody is writing in number two 490 people first of all people are playing musical instruments (6.0) people are 491 playing instruments Kostja you are writing this too (1.0) you are writing 492 it too (2.0) Kostja you are simply looking here and you are copying the 493 text that 494 violin what 495 what instrument is that^ violin who can show me how to play violin^ 496 ^ violin 497 S : ^ 498 T : violin violin 499 S : ^ 500 T : yes 501 S : 502 T : the violin ((writes on the board)) and there is also a saxophone 503 and now I give you some time Arseni I give you some time to 504 answer question number three 505 506 507 S : 508 S : 509 T : Katja what do you like about this video^ 510 S : I like drums and concert 511 T : concert the concert aha Sofja 512 S : I like instruments (x) concert music class 513 T : a music class yeah Anja what do you like^ 514 S : I like 515 T : the violin 516 S : violin ((wrong pronunciation)) 517 T : violin 518 S : and concert 519 T : and a concert aha Arseni 520 S : I like everyone 521 T : 522 523 S : 524 T : everything and everyone 525 S : 526 T : aha Kristina what do you like^ 527 S : violin ((wrong pronunciation)) 528 T : violin 529 S : violin and concert 530 T : and a concert Vova what do you like^ 531 S : I like drum drums 532 T : have you ever played drums^ - ^ 533 S : no 534 T : no not yet ok Kirill 535 S : I like when people play instruments 536 T : you like when people play do you do you like singing^ 537 S : no 538 T : 539 S : no 540 T : no^ but then why not^ you should try you should try one day what do you 541 like^ 542 S : I like music class instruments and people 543 T : people aha erm Arseni and Nikita what is going on between you two^ 544 what is going on between you two^ 545 S : 546 T : Arseni can you explain it^ (4.0) do you know what it means^ 547 why not^ ^ 548 549 ^ ^ 550 ^ 551 - 552 ok^ would anybody like to add something^ - 553 - 554 - 555 S : I like guitar 556 T : you like the guitar do you play the guitar^ 557 S : yes 558 T : really^ 559 S : 560 T : and you play the piano 561 S : I play piano I play flute I play the guitar 562 T : you play the guitar so 563 564 565 so ladies please give them to everyone 566 S : 567 T : Nikol one extra alright then you are supposed 568 to work with this vocabulary card and your textbook Kristina tell us the 569 page number please 570 S : 571 T : what is the page number where we can find these words 572 S : 573 T : yes that s right what page Kristina 574 S : 575 T : and now in English 576 S : a 577 T : a hundred and (4.0) one hundred and fifty-eight one hundred and fifty- 578 eight so please fill in (2.0) and please fill in the vocabulary card 579 S : (xxx) 580 T : tambourine so I am going to read 581 these words out and you are repeting after me ok^ you are repeting after 582 me so number one instruments 583 SS : instruments 584 T : next one strike 585 SS : strike 586 T : Vova to strike next one cymbals 587 SS : cymbals 588 T : aha shake 589 SS : shake 590 T : aha tambourine 591 SS : tambourine 592 T : aha next one triangle 593 SS : triangle 594 T : triangle next 595 one xylophone 596 SS : xylophone 597 T : x 598 xylophone 599 S : xylophone 600 T : xylophone 601 S : xylophone ((wrong pronunciation)) 602 T : xylophone - in English it xylophone 603 SS : xylophone 604 T : next one drum 605 SS : drum 606 T : and now Kristina from the end to the beginning 607 608 S : drum 609 T : xylophone 610 S : xylophone 611 T : triangle 612 S : triangle tambourine shake 613 T : cymbals 614 S : cymbals 615 T : cymbals aha 616 S : strike 617 T : strike 618 S : instruments 619 T : yes so 620 621 622 cymbals drums 623 and other instruments 624 S : ^ 625 T : 626 and thank you so much I see you next week RESÜMEE TARTU ÜLIKOOL INGLISE FILILOOGIA OSAKOND Anna Stepanova Teachers language classroom: a study of a Russian-language school in Estonia Õpilaste emakeel õpetajate keelekasutuses algkooli inglise keele, kui võõrkeele tunnis: uurimus ühes Eesti vene õppekeelega koolis Magistritöö 2018 Lehekülgede arv: 101 Annotatsioon: Käesolev magistritöö käsitleb uurimust, kuidas õpetajad kasutavad õpilate emakeelt (ehk vene keelt) inglise keele tundides ühes vene õppekeelega koolis Eestis. Uurimuse eesmärgiks on selgitada emakeele kasutamise ulatust ja funktsioone algkoolis inglise keele kui võõrkeele tundides. Uurimuse andmete saamiseks vaadeldi ja analüüsiti kolme inglise keele tundi, milleks kasutati sõnade kokkulugemismeetodit ning õpetajate ütluste funktsionaalset analüüsi. Õppetundide vaatlusele järgnesid poolstruktuursed intervjuud õpetajatega. Õpetajate vastuseid võrreldi vaatlusandmetega. Uurimuse sissejuhatuses antakse lühike ülevaade emakeele rollist võõrkeeletunnis, tutvustatakse uurimuse põhjendust ja esitatakse töö struktuur. Esimeses peatükis käsitletakse varasemate uurimuste tulemusi inglise keele kui võõrkeele tundides emakeele kasutamise ulatuse ja põhieesmärkide kohta. Teises peatükis antakse ülevaade uurimuses osalejatest, andmete kogumise ja analüüsimise meetoditest. Kolmas peatükk keskendub õppetundide andmete esitamisele ja analüüsimisele ning intervjuudele õpetajatega. Neljandas peatükis antakse hinnang uurimistulemustele varasemate uurimuste valguses. Kokkuvõte üldistab uurimuse tulemusi. Käesoleva uurimuse tulemused näitasid, et hoolimata asjaolust et emakeele kasutamist võõrkeeletunnis tihti kritiseeritakse, näevad õpetajad seda võõrandamatu osana inglise keele kui võõrkeele tundidest. Saadud andmed on üldjoontes kooskõlas varasemate uuringustega, mis näitasid et õpetajad kõige rohkem kasutavad õpilaste emakeelt inglise keele tundides informatsiooni edastamiseks, küsimuste esitamiseks ja juhiste andmiseks. Tulemus on kooskõlas ka uurimustega, mis näitasid emakeele kasutamise vältimatust uute grammatikareeglite ja keerukate sõnavara terminite tutvustamisel. Võrreldes mõnede varasemate uurimustega on selle töö õpetajad kasutanud emakeelt rohkem tõlkimiseks ja on leidnud, et selle kasutamine on väga oluline kahe keele võrdlemisel. Märksõnad: esimene keel, teine keel, algkool, inglise keele kui võõrkeele klassiruum Lihtlitsents lõputöö reprodutseerimiseks ja lõputöö üldsusele kättesaadavaks tegemiseks Mina, Anna Stepanova, 1. annan Tartu Ülikoolile tasuta loa (lihtlitsentsi) enda loodud teose classroom: a study of a Russian-language school in Estonia, mille juhendaja on Ülle Türk, 1.1. reprodutseerimiseks säilitamise ja üldsusele kättesaadavaks tegemise eesmärgil, sealhulgas digitaalarhiivi DSpace-is lisamise eesmärgil kuni autoriõiguse kehtivuse tähtaja lõppemiseni; 1.2. üldsusele kättesaadavaks tegemiseks Tartu Ülikooli veebikeskkonna kaudu, sealhulgas digitaalarhiivi DSpace´i kaudu kuni autoriõiguse kehtivuse tähtaja lõppemiseni. 2. olen teadlik, et punktis 1 nimetatud õigused jäävad alles ka autorile. 3. kinnitan, et lihtlitsentsi andmisega ei rikuta teiste isikute intellektuaalomandi ega isikuandmete kaitse seadusest tulenevaid õigusi. Tartus, 21.08.2018 Anna Stepanova