Part D 

YOu are going to read a passage about using the native  language in the clasroom  of second language teaching.Decide whether the statements in the box agree with  the information given in the passage.You should choose from the following: 

A  YES=the statement agrees with the information 

B  NO= the statement contradicts the information  

C  NOT GIVEN=there is no such information in the passage 

            Avoiding use of the L1 in the clssroom 

      While fashions in language ebbed and flowed during the twentieth  century,certain basic assumptions were accepted  byr most language  teachers. Though these assumptions have affeeted  many generations of students  and teachers, they are rarely dicussed or presented to new teachers but are taken  for granted as the foundation of language teaching 

     One of these assumptions is the discouragement of L1 use in the  classroom. This Convention can be phrased in stronger or weaker forms. At  its strongest, it is 'Ban the L1 from the classroom.' Only in circumstances  where the teacher does not speak theThe students' L1 or the  students have  different L ls could this be achieved. At weakest, therule is 'Minimize the L1  in the classroom, that is to say, use it as little as possible. A more optimistic  ersion is ‘Maximize the L2 in the classroom’  emphasxzing theusefuhaess of the  L2 rather than the harm of the fhist. However the assumption is phrased,  the L2 is seen as  positive,the  Ll as negative. The L1 is something to be  utilized in teaching but to be set aside. 

      Most teactdng methods since the 1880s have adopted this Direct Method avoiance  of the L1.The monolingual principle,the unique contriution of the twentieth century  to classroom Ianguage teaching, remains the bedrock notion from. Which the others ultimately derive.Communicative language teaching and task-bae  learning mehods have no necessary relationship with the L1, yet, as we shall  see, the only time that the L1 is mentioned is when advice is given on how  to minimize its use.The main theoretical treatments of task-based learning  do not, for example, have any locatable mentions of the classroom use of  the L1. Most descriptions of methods portray the ideal classroom as having  as little of the L1 as posible, essentially by omitting any reference to  it .Perhaps the only exception is the grammar-translation method, which  has little or no public support. 

   Avoidance of the L1 lies behind many teaching techniques, even if it  is seldom spelled out. Most teaching manuals consider this avoidance as  so obvious that no classroom use of the L1 is ever mentioned. Even writers  who are less enthusiastic about avioding the L1 take issue primarily with  the extent to which this is imposed.Those arguing for the L1 to be mixed  with the L2 on a deliberate and consistent basis in the classroom are few  and far between.Thus , this anti-L1 attitude was clearly a mainstream  element in twentieth-centruy language teaching methodology. 

   This in not to say that teachers d not actually ue the L1 every day.  Like nature, the L1 creeps back in, however many times you throw it out  with a pitchfork. Even in English-only US classrooms ‘the use of the native  language is so compelling that it emerges even when policies and asumption  mitigate against it ‘. The UK National Curriculum still needs to remind  teachers 120 years after the Great Reform that ‘the target language is  the normal meas of communication’. Teachers resort to the L1 despite their  best intentions and often feeling guilty for straying from the L2 path.                                                                    Yes    No    Not given

39     New teachers are always advied to avoid using L1
                                                                   [A]    [B ]     [C] 
       In the classroom 

40     Most people advocate maximization of the L2 in
                                                                   [A]    [B ]     [C] 
       The classroom 

41     Task-based language teaching bans the use of L1             [A]    [B ]     [C] 

42     The Direct method requires that teacher use L2
                                                                   [A]    [B ]     [C] 
       Only. 
43    The grammar-translation metho is criticized for 
                                                                    [A]    [B ]     [C] 
       Using too much L1 

 44    Many writers are now arguing for a 

       reconsideration                                              [A]    [B ]     [C] 

       Of the value of L1 

 45    The Great Reform discouraged the use of L1   
Section III Translation             (20 minutes,20%)  

Section IV Writing                  (40 minutes,20%) 

 Section III  Translation (20 minutes 20%) 

       Read the following text carefully and then translate the underlined segments into  Chinese. 

                             Who's Afraid of Math, and Why? 

       The first thing people remember about failing at math is that it felt like  sudden  death. [46] _Whether the incident occurred while learing “word problems”  in sixth grade, coping with equations in high school, or first confronting calculus  and statistics  in college, failure came suddenly and in a very frightening way.  An idea of a new operation was not just difficult, it was impossible! And, instead  of asking questions or taking the lesson slowly, most people remember having had  the feeling that they would never go any further in mathematics. [47] If we assume  that the curriculum was  reasonable, and that the new idea was but the next in a  series of learnable concepts, the  feeling of utter defeat was simply not rational.  And yet ‘math anxious' college students and adults have revealed that no matter how much the teacher reassured them, they could not overcome the feeling.    A common myth about the nature of mathematical ability holds that one either  has or does not have a mathematical mind. [48]   Mathematical imagination and intuitive  grasp of mathematical principles may well be needed to do advanced research, but  wh3! should people who can do college-level work in other subjects not be able to  do college-level math as well? Rates of learning may vary. Competency under time  pressure may differ. Certainly low self-esteem will get in the way. But where is  the evidence that a student needs a 'mathematical mind' in order to succeed at  learning math? 

     Consider the effects of this mythology. [49] Since onl a few eole are su  osed  to have this mathematical mind, part of what makes us so passive in the face of ou,  difficulties in learning mathematics is that we suspect all the while we may not  be one of ‘them,' and we spend our time waiting to find out when our nonmathemaical  minds will be exposed.  Since our limit will eventually be reached, we see no point  in being methodical or in attending to detail. We are grateful when we survive  fractions, word problems, or geometry. If that certain moment of failure hasn't  struck yet, it is only temporarily postponed. 

     Parents, especially parents of girls, often expect their children to be  nonmathematical. Parents are either poor at math and had their own sudden-death  experiences, or, if math came easily for them, they do not know how it feels to be  slow.[50] In either case, they unwittingly foster the idea that a mathematical mind  is something one either has or does not have.

Section IV   Writing (40 minutes, 20 %) 

     Some people think elderly people (say 60 - 70 years old) should retire, while  others think they should continue to work.  Write an essay to state your opinion  on this issue in about 300 words. 

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