Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks

Brooks, Frank B.; Donato, Richard

doi:10.2307/344508

Cited by 250 publications

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“…Macaro (2005: 68) argues that 'the language of thought for all but the most advanced L2 learners is inevitably his/her L1'. Likewise, Brooks and Donato (1994) observed in their study of Spanish learners that less proficient learners tended to use their L1 in order to manage the task and their exchanges in the TL. They suggest that some use of the L1 during L2 interaction 'is a normal psycholinguistic process that facilitates L2 production and allows the learners both to initiate and sustain verbal interaction with one another' (p. 268).…”

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confidence: 99%

An exploration of on-task language policy and student satisfaction

Rivers

2009

ELT Journal

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In this study, 94 university freshmen undertook an authentic, experientially driven media production project at a Japanese university which promotes a target language (TL)-only classroom language policy. The project was staged across six 90-minute lessons and sought to promote culturally and socially relevant task-based activities grounded in the belief that authentic learning can only occur through tasks that result in achievement which is significant and meaningful rather than that which is trivial or useless (Newmann and Wehlage 1993). The project manipulated the on-task language policy of the students by assigning 47 of the students to work under strict TL-only policy whilst the other 47 students were permitted to use both the TL and the native language. General student satisfaction and the specific attributions of both satisfaction and dissatisfaction with the project under both language conditions were recorded through a questionnaire and analysed in relation to attitudes toward the optimal language-learning environment. Language policyLanguage policy has long been a contentious issue with the TEFL profession. Support for target language (TL)-only usage within the L2 classroom has tended to be based on the idea that the quantity of exposure to the TL is the primary factor in facilitating the language acquisition process (Chaudron 1988). However, the use of the native language (NL) in the L2 classroom has been shown to play an important role in L2 learning. Macaro (2005: 68) argues that 'the language of thought for all but the most advanced L2 learners is inevitably his/her L1'. Likewise, Brooks and Donato (1994) observed in their study of Spanish learners that less proficient learners tended to use their L1 in order to manage the task and their exchanges in the TL. They suggest that some use of the L1 during L2 interaction 'is a normal psycholinguistic process that facilitates L2 production and allows the learners both to initiate and sustain verbal interaction with one another' (p. 268).Focusing specifically on the Japanese context, Critchley (1999) reports that there have been very few actual studies on the use of Japanese in the EFL classroom. Critchley adds that many Japanese learners support the use of the NL in the classroom although they also recognize the dangers of over-dependence. In a similar study, Dwyer and Heller-Murphy (1996) highlight that the use of the NL within the classroom is commonplace between Japanese learners although most do not show a preference toward either a bilingual or a monolingual language environment. In a more recent study, McMillan, Rivers, and Cripps (2009) undertook an investigation into the attitudes of EFL teachers toward L1/L2 classroom usage within a Japanese university. They conclude by advocating a professional development action research approach in order to affirm the ability of both teachers and students to develop their own localized strategies for maximizing TL comprehension and use. Indeed, such a flexible approach would seem to be appropriate based on p...

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An exploration of on-task language policy and student satisfaction

Rivers

2009

ELT Journal

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“…7 Cf. Antón;DiCamilla, (1998);Brooks;Donato, (1994);Centeno-Cortés;Jiménez, (2004);Scott;de la Fuente, (2008);Lapkin, (2000);Villamil;de Guerrero (1996). constante à LM que o aprendiz terá condição de planejar e levar a termo diversas atividades, de estabelecer um ambiente de colaboração com os outros participantes, de dominar processos cognitivos indispensáveis para a realização de qualquer tarefa e de expressar sua individualidade.…”

Section: A Classe De Língua: Um Contexto Bilíngueunclassified

Estratégias utilizadas por aprendizes de línguas afins: a troca de código

Ferroni

2012

Trab. linguist. apl.

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RESUMONeste artigo analisamos a troca de código, uma estratégia de compensação que consiste na utilização de uma palavra ou frase em L1, L3 ou L4, no interior do enunciado em L2, empregada por aprendizes de italiano LE cuja língua materna é o português brasileiro, durante a realização em dupla de uma tarefa escrita. A pesquisa, que se baseou nos instrumentos propostos pela etnografia, mostra que a troca de código constitui um potencial para o desenvolvimento da interlíngua e para a aquisição/aprendizagem de LE e que tal estratégia, além de compensar eventuais lacunas linguísticas originadas pela falta de recursos adequados para expressar-se em LE, é usada pelos falantes como procedimento típico da conversação bilíngue para facilitar a comunicação. Palavras-chave: troca de código; estratégias de comunicação; conversação bilíngue. ABSTRACTIn this paper we examine code-switching, an achievement strategy consisting in the use of a word or phrase from L1, L3 or L4 within an utterance in L2, as employed by learners of Italian as a foreign language who have Brazilian Portuguese as their mother tongue, while performing a written task in pairs. The research, based on tools provided by an ethnographic approach, shows that code-switching constitutes a potential for developing interlanguage and for the acquisition/learning of a foreign language and that such strategy, in addition to compensating eventual linguistic gaps originated by a lack of proper resources for expression in L2, is used by speakers as a typical procedure in bilingual conversation, in order to facilitate the communication.

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“…Although some researchers have promoted use of the students" first language in language classrooms (Antón & DiCamilla, 1998;Brooks & Donato, 1994;Cook, 2001;Cummins, 2007), I believe this approach weakens the students" ability to develop their strategic competence, which is crucial in this early stage of learning a world language in the classroom. To promote development of communicative competence in classrooms, beginners must be given opportunities to develop strategic competence during communicative activities in which they are required to compensate for imperfect knowledge of social or linguistic rules, as well as factors such as fatigue, distraction and inattention that may hinder communication (Savignon, 1983(Savignon, , 1997.…”

Section: B Deep Structurementioning

confidence: 99%

Rituals and Beliefs Ingrained in World Language Pedagogy: Defining Deep Structure and Conventional Wisdom

Burke

2011

JLTR

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Abstract-Why are so many teachers still not using communicative methods or making communicative language teaching (CLT) a part of their daily instructional approach? Many world language teachers seem to posses certain beliefs about language teaching, and perform particular rituals, which emphasize rote grammar learning and translation. Teachers' beliefs, based on their values and experiences, significantly influence their methods. Deep structure, molded by conventional wisdom shared by teachers, constitutes a barrier that inherently makes it difficult to change world language pedagogy. Teachers need support from inside and outside their classrooms to try new methods in order to break away from rituals and beliefs world language teachers have valued for centuries.Index Terms-conventional wisdom, deep structure, educational reform, teacher beliefs, world language education

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Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks

Cited by 250 publications

References 0 publications

An exploration of on-task language policy and student satisfaction

An exploration of on-task language policy and student satisfaction

Estratégias utilizadas por aprendizes de línguas afins: a troca de código

Rituals and Beliefs Ingrained in World Language Pedagogy: Defining Deep Structure and Conventional Wisdom

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