Japanese high school students' use of L1 during pair‐work

Leeming, Paul

doi:10.1111/j.1473-4192.2011.00284.x

Cited by 17 publications

(14 citation statements)

References 30 publications

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“…Therefore, drawing on an already established means of pragmatic instruction and a recently growing trend in the classroom, the present study is an attempt to compare and contrast the relative effectiveness of explicit/deductive and L1-based instruction of pragmatic competence. evidence supports the position that mother tongue utilization is a useful pedagogical resource (e.g., Cheng, 2013;Grim, 2010;Horst, White, & Bell, 2010;Lee & Macaro, 2013;Leeming, 2011;Macaro, 2009). These findings support the position of optimal, principled, and judicious application of L1 but in no way imply a regression to excessive L1 use.…”

Section: Introductionsupporting

confidence: 54%

L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

Rasoul¹,

Reza²

2018

The Journal of AsiaTEFL

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The question of whether or not and how learners" L1 should be integrated into the English as a Foreign Language (EFL) classroom has long been a controversial issue in the field of language teaching. Once within the framework of the traditional grammar translation method, L1 use was the backbone of the field and in its heydays it was highly appreciated. Later, it was rejected by most second language researchers and practitioners (Ferguson, 2009). Today, in spite of all these ups and downs, a compelling body of Rasoul Mohammad Hosseinpur et al.

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Section: Introductionsupporting

confidence: 54%

L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

Rasoul¹,

Reza²

2018

The Journal of AsiaTEFL

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“…Nowadays, the issue of employing second language (L2) learners' first language (L1) in language learning context is receiving considerable research attention from L2 researchers and practitioners. Quite recently there have been key research papers Horst, White, & Bell, 2010;Kang, 2008;Lee & Macaro, 2013;Leeming, 2011;Liao, 2006;Macaro, 2001Macaro, , 2009Pennington, 1995;Scott & de la Fuente, 2008;Turnbull & Dailey-O'Cain, 2009). However, maximal use of L2 is encouraged due to the fact that for most of L2 learners language classroom is the only context they have at their disposal for L2 exposure (Littlewood & Yu, 2011).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

Mohebbi

Alavi

2014

Bellaterra J. Teach. Learn. Lang. Lit

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Recently the issue of having recourse to second language (L2) learners' first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counterclaims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. To date, L2 researchers and practitioners have observed L2 classrooms and have come up with different functions of L1 in L2 learning. The present study investigates teachers' beliefs and perceptions about L1 use in English-as-a-foreign language (EFL) learning context. To this end, seventy-two L2 teachers volunteered to fill in a questionnaire which probed into their beliefs and perceptions about employing learners' L1 (Persian) in L2 (English) learning. The data obtained revealed that the L2 teachers used L1 mainly to provide feedback, teach new vocabulary, explain grammar, build rapport, manage the class, give individual help to learners, and save time in lengthy task explanations. Additionally, in contrast to the L2 studies to date in this field, the teachers expressed that they never fall back on learners' L1 to explain instructions for assignments or projects. The findings might have significant implications for language teachers, in particular in EFL contexts, regarding the facilitative effects of L1 use on L2 learning. The pedagogical implications of the study are explained in detail. , 2014, to name but a few). Levine (2014) provides a comprehensive and anew review of the issue of L1 use in foreign language learning classroom context. The recent findings of L2 research examining the use of L1 in L2 learning undermine the strong L2-only stance advocated frequently by policy makers. The existing body of L2 research in the area of L1 use has shown the positive effect of L1 use on prompting

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“…The author concludes that L1 use may be an efficient factor for students to enhance and maximize target language acquisition. Other studies (Ghorbani, 2011;Leeming, 2011;Adnan, Mohamad, Yusoff, and Ghazali, 2014) yield similar results in terms of the amount and purpose of L1 use in foreign language classes. Gulzar (2010) also reports similar findings about the amount of L1 use in EFL classes.…”

Section: Udes 2015mentioning

confidence: 54%

L1 Use in Individual Conferencing and Its effects on EFL Students' Writing Performances

Ekmekçi¹

2015

ijlet

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The present study investigates into the effects of L1 use in individual conferencing on EFL students' writing performances. Data were collected by analyzing students' first and second drafts of process and descriptive paragraph types. Two homogeneous groups of students whose language levels were determined with a proficiency exam at the beginning of the term participated in the study. One of the groups was randomly selected as an experimental group and the other as control group. The experimental group was instructed in Turkish during individual conferencing on their first drafts of the paragraphs. On the other hand, the control group was instructed in English during the whole process. The number of mistakes related to organization, grammar, vocabulary, relevance and mechanics in the first drafts of the students was determined for each group and they were analyzed through t-test. T-test results revealed that there was no statistically significant difference between two groups of students' mistakes related to each category. After individual conferencing conducted by the researcher, students were made to write their second drafts. The number of mistakes related to organization, grammar, vocabulary, relevance and mechanics in their second drafts was identified for each group again and analyzed via t-test. T-test results indicated that there appeared a statistically significant difference between two groups of students in terms of four categories, organization, grammar, vocabulary, relevance after individual conferencing process. However, there was no statistically significant difference between two groups in terms of the number of mistakes related to mechanics. It was concluded that L1 use in individual conferencing could be an effective way of improving EFL students' writing performances.

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Japanese high school students' use of L1 during pair‐work

Cited by 17 publications

References 30 publications

L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

L1 Use in Individual Conferencing and Its effects on EFL Students' Writing Performances

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