A teacher’s first language use in form-focused episodes in Spanish as a foreign language classroom

Nakatsukasa, Kimi; Loewen, Shawn

doi:10.1177/1362168814541737

Cited by 63 publications

(24 citation statements)

References 34 publications

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“…The literature on the L1 use in the L2 classroom has targeted various L2s (e.g., Spanish by Nakatsukasa & Loewen (2015); French by Hennebry, Rogers, Macaro, & Murphy (2013); German by Kaushik, 2013) and different directions, such as grammar instruction (e.g., Ghaiyoomian & Zarei, 2015;Aslikhosh, 2014;Damra & Al Qudah, 2012), writing instruction (e.g., Berming, 2016;Kim and Yoon 2014), students' perceptions (e.g., Debreli & Oyman, 2016;Al Sharaeai, 2012;Nazary, 2008) and teachers' perceptions (e.g., Karimian & Mohammadi (2015); Ahmed (2015); Mohebbi & Alavi, 2014). The present literature review focuses on studies on EFL vocabulary instruction for relevance with the current study.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners

El-Dakhs¹,

Elhajj²,

Al-Haqbani³

2018

IJEL

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There is strong agreement in the literature that the first language (L1) supports second language (L2) vocabulary learning particularly at early stages of learning. The present study examines the influence of word type on the use of L1 language to support L2 vocabulary learning. To this end, 130 Arabic-speaking tertiary elementary female learners of English were taught 24 unfamiliar English words in 4 sessions over 4 weeks. The participants were divided into three groups; (1) a group where target words were taught with the use of translation equivalents, (2) a group taught with L2-only-definitions and (3) a control group who received no special treatment. Comparing the participants' performance in pre-, immediate post-and delayed post-tests showed that the two experimental groups outperformed the control group, reflecting the benefit of the treatment. The results also showed greater vocabulary gains in terms of long-term retrieval for L1 use, but did not show consistent patterns for the special benefit of L1 in terms of specific word types. The results are interpreted in light of the existing literature and relevant bilingual lexicon models. Pedagogical implications and suggested research directions are also proposed.

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Section: Literature Reviewmentioning

confidence: 99%

The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners

El-Dakhs¹,

Elhajj²,

Al-Haqbani³

2018

IJEL

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“…Regarding the context of this study, the utilisation of the L1 in the English classroom is also inevitable. This is because the use of L1 is common when teachers share similar L1 with the students, (Nakatsukasa & Loewen 2014). English teachers in Malaysia may have the tendency to use BM for specific functions (micro-functions) since majority of them speak BM.…”

Section: Micro-functions Of L1 In the L2 Classroommentioning

confidence: 99%

Investigating the utilisation of the Micro-Functions of Bahasa Melayu by English Teachers

Zain

Aziz

Krish

2021

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The controversy over the use of first language (L1) in the second language (L2) classroom has been discussed extensively by numerous scholars in which they either advocate or reject the utilisation of L1 in the target language (TL) classroom. Although the proponents of the monolingual approach argued that there are many disadvantages of utilising the L1, they have yet to present empirical findings to demonstrate that L1 could ultimately hinder the L2 learning. In most L2 classrooms, teachers and students often share similar experiences of L1 utilisation, including in English language classroom in Malaysia. Therefore, it is common for teachers to feel the inclination to use L1 when the other options have failed to explain something during the lessons. A considerable number of local and international studies have pointed out on the wide range of L1 use by L2 teachers. Thus, this study intended to investigate the specific utilisation of micro-functions of L1 (Bahasa Melayu) by English (L2) teachers. A total of 899 English teachers from Pahang were randomly selected to respond to a survey questionnaire which consists of 43 items that represent a myriad functions of Bahasa Melayu (BM). The findings of the study showed that the majority of the respondents utilised a significant number of micro-functions of BM to teach English particularly to assist them in delivering the content of the lessons while its usage was so significant for classroom management and social and interpersonal reasons. The study proposes a need for proper guidelines on how and when teachers should use L1 in L2 teaching.

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“…Some descriptive studies have shown that in a spoken foreign language classroom, the instructor often incorporates learners’ L1 when describing vocabulary items (e.g. Nakatsukasa & Loewen, 2015; Polio & Duff, 1994; Tang, 2002). For example, Nakatsukasa and Loewen (2015) examined teachers’ use of learners’ L1 in focus-on-form episodes (FFEs) in a Spanish as a foreign language classroom.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Nakatsukasa & Loewen, 2015; Polio & Duff, 1994; Tang, 2002). For example, Nakatsukasa and Loewen (2015) examined teachers’ use of learners’ L1 in focus-on-form episodes (FFEs) in a Spanish as a foreign language classroom. In their 12-hour-long class recording, they found a significant relationship between the teacher’s language choice and the FFE’s linguistic areas.…”

Section: Review Of Literaturementioning

confidence: 99%

The effectiveness of voice-on and voice-off instruction on ASL vocabulary acquisition

Traxler

Nakatsukasa²

2018

Language Teaching Research

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Whether to use spoken English for the instruction of American Sign Language (ASL) is a pedagogical debate for those teaching hearing second language learners. Previous investigations have found the use of learners’ first language to be beneficial for vocabulary acquisition. Studies on sign languages, however, have found that a class taught completely using signs is more beneficial than a class that incorporates spoken English, although the cognitive theory of multimedia learning argues that receiving input in various modalities fosters learning. In the present study, the efficacy of voice-on or voice-off instruction for acquisition of ASL vocabulary is examined. Twenty-six hearing adult students in an ASL class received either voice-on (spoken English) or voice-off (ASL only) instruction for 13 vocabulary items. They completed a comprehension test in the pretest, immediate posttest, and delayed posttest, as well as a production test in the immediate and delayed posttest. The results showed significant improvements over time for both conditions for comprehension and production; however, no differences between the two conditions were observed.

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A teacher’s first language use in form-focused episodes in Spanish as a foreign language classroom

Cited by 63 publications

References 34 publications

The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners

The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners

Investigating the utilisation of the Micro-Functions of Bahasa Melayu by English Teachers

The effectiveness of voice-on and voice-off instruction on ASL vocabulary acquisition

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