Use of L1 as a Mediational Tool for Understanding Tense/Aspect Marking in English: An Application of Concept-based Instruction

Harun, Haliza; Massari, Norhaili; Behak, Fariza Puteh

doi:10.1016/j.sbspro.2014.04.231

Cited by 11 publications

(10 citation statements)

References 16 publications

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“…The study also supports the findings of earlier studies about the mediatory role of collaborative dialogue in L1 for language use and language learning. The role of L1 as a mediational tool for regulating behavior in the context of L2 had been previously supported (Ganem-Gutierrez, 2008Ganem-Gutierrez & Roehet, 2011;Harun et al 2014;Kim & Kellogg, 2006;Lapkin et al, 2008;Negueruela & Lantolf, 2006;Swain, 1998). Harun et al (2014) carried out an investigation on the use of L1 (i.e.…”

Section: Correlation Between Concept Formation and Listening Performancementioning

confidence: 89%

“…The role of L1 as a mediational tool for regulating behavior in the context of L2 had been previously supported (Ganem-Gutierrez, 2008Ganem-Gutierrez & Roehet, 2011;Harun et al 2014;Kim & Kellogg, 2006;Lapkin et al, 2008;Negueruela & Lantolf, 2006;Swain, 1998). Harun et al (2014) carried out an investigation on the use of L1 (i.e. Malay language) as a semiotic mechanism in mediating learners' understanding of the English tense-aspect system.…”

Section: Correlation Between Concept Formation and Listening Performancementioning

confidence: 89%

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The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective

Birjandi

Lavasani

2015

IJAL

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The present study was an attempt to investigate the significance of verbalization and teaching the concepts of listening on the development of listening performance among Iranian EFL learners. To do so, an experimental study was designed in which the participants were sixty pre-intermediate learners selected based on the results of their performance on a standard version of Oxford Placement Test (OPT).

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Section: Correlation Between Concept Formation and Listening Performancementioning

confidence: 89%

Section: Correlation Between Concept Formation and Listening Performancementioning

confidence: 89%

The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective

Birjandi

Lavasani

2015

IJAL

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“…(2009) and Harun et al. (2014). Out of 25% of the oral‐languaging transcripts, Cohen's kappa of interrater reliability was 0.914.…”

Section: Methodsmentioning

confidence: 97%

Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging

Qin

Ouyang

Ren

2023

The Modern Language Journal

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Concept-based language instruction (C-BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners' internalization of scientific knowledge can be observed. However, previous studies have mainly used languaging as an assessment tool to examine the outcome of the internalization of concepts. Few studies have integrated SCOBAs (visual) and languaging (oral or written) in their investigation of the internalization process. This 5-week study involved 53 Chinese English-as-a-foreign-language learners in a university who were all taught with the C-BLI approach to learn English modal verbs. Among them, there were 26 lower proficiency students and 27 higher proficiency students. Visual, oral, and written data were collected to examine the participants' internalization of the modal verb concepts. All 53 learners participated in SCOBA drawing and written-languaging tasks. Twelve students (6 per group) volunteered to participate in oral languaging. The results showed that in the SCOBA drawing activity, higher level learners produced more abstract, systematic, and imitated visualizations of the concepts, while lower level learners produced more concrete, disconnected, and emulated visualizations. With regard to oral languaging, both groups largely abandoned their previously learned "rule of thumb" after the C-BLI intervention, and there were no obvious differences in oral-languaging performance between the two groups, except that the higher

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“…In their study on the importance of L1 in ESL class, Antón and DiCamilla (1999) concluded that "to prohibit the use of L1 in the classroom situations... removes, in effect, two powerful tools for learning: the L1 and effective collaboration" (as cited in Yough, 2010, p. 29). Similarly, in an attempt to investigate the use of L1 in mediating Malaysian EFL learners' understanding of the English tense, Harun, Massari, and Behak (2014) reported that L1 use allowed learners to discover and to understand the L2 grammatical concept. Their findings were in line with the Vygotskian view:…”

Section: Advantages Of L1 Use In English Classroomsmentioning

confidence: 99%

Rethinking the Use of L1 in L2 Classroom

Zulfikar

2019

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Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

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Use of L1 as a Mediational Tool for Understanding Tense/Aspect Marking in English: An Application of Concept-based Instruction

Cited by 11 publications

References 16 publications

The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective

The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective

Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging

Rethinking the Use of L1 in L2 Classroom

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