Hanadi Khadawardi - What’s the problem? L2 Learner’s Use of the L1 During
1 like362 views
The document discusses the use of a learner's first language (L1) in second language (L2) classrooms during consciousness-raising, form-focused tasks. It highlights that L1 facilitates better understanding and interaction among learners, while prohibiting its use can increase anxiety and hinder collaborative efforts. The study concludes that L1 plays a significant role in cognitive processes and task negotiation in L2 learning environments.
Hanadi Khadawardi - What’s the problem? L2 Learner’s Use of the L1 During
- 1. Hanadi Khadawardi Master – Modern Languages 9/12/2010 What’s the problem? L2 Learner’s Use of the L1 During consciousness- Raising, form- Focused Task By VIRGINIA M. SCOTT & MARIA JOSÉ DE LA FUENTE
- 2. Introduction Theoretical background The article Conclusion Evaluation of the article Content
- 3. Socio-cultural theory: interpersonal interaction: between people, or within an individual’s own mind, facilitate language learning. Vygotsky (cited in Saville 2006). The level where the Learners can achieve potential development with assisstance called Zone of Proximal development(ZPD). Vygotsky (cited in Saville 2006). Theoretical Background
- 4. Allow for valuable interaction during classroom activities (Cook, 1999). L2 learners used L1 for discussion and better understanding of the task. As well as in vocabulary finding (Swain & Lapkin,2000). Gain control over the task, negotiate meaning, clarify and communicate grammar points (Storch & Wigglesworth, 2003). In private verbal thinking during problem solving tasks (Ceteno-Cortes and Jimenez, 2004) (Anton and DiCamilia , 2004). Create a comfortable learning atmosphere (Krashen 1982). Theoretical Background
- 5. Research Questions 1. How do learners use the L1 while working collaboratively in pairs on consciousness-raising, form-focused tasks in the L2? 2. What are the effects of prohibiting the use of the L1 when learners are working collaboratively in pairs on consciousness-raising, form-focused tasks in the L2? What’s the problem? L2 Learner’s Use of the L1 During consciousness- Raising, form- Focused Task By VIRGINIA M. SCOTT & MARIA JOSE DE LA FUENTE
- 6. Group 2Group 1 3 pairs of French3 pairs of French 3pairs of Spanish3pairs of Spanish Only L2Allowed L1 Materials Consciousness-raising grammar task What’s the problem? L2 Learner’s Use of the L1 During consciousness- Raising, form- Focused Task By VIRGINIA M. SCOTT & MARIA JOSE DE LA FUENTE Data collection procedures Video recording the 5 minute interaction 20 minute Stimulated recall session Data analysis procedures Analyzing and transcribe Compare the stimulated recall sessions Research Methodology
- 7. Group 1 Group 2 Engaged in smooth interaction Frequent pauses and fragmented interaction Participated nearly equally The conversation was unbalanced Longer and more meaningful utterances Brief and telegraphic Frequently engaged and relatively confident in talking about the target structure Difficulties in using metalinguistic terminology to discuss the target structure Talked to themselves about the task Talked to themselves about the task and about explaining it in the L2 Differences Similarities Group 1 & group 2 responded similarly to the task used L1 Both groups engaged in cognitive process Findings and Discussion
- 8. Conclusion The study shows: L1 does exist in L2 classroom and learners do use L1 in L2 classroom as was clear through the excerpts L2 learners use L1 in: 1. Interaction 2. Disscussing task and vocabulary 3. Understanding task, meaning, and grammar 4. Use of metatalk. 5. Private verbal thinking. The effects of prohibiting L1: 1. High-anxiety. 2. Hinder the use of metatalk. 3. Inhabit collaborative interaction. 4. Increase cognitive demands.
- 9. Evaluation of the article Effective data collection and analysis Credible demonstration of excerpts Disclosure of research limitations Evoked further research
- 10. References Anton, M, and DiCamilla, F 2004, Private speech: a study of language for thought in the collaborative interaction of language learners. International Journal of Applied Linguistics, 14: (1), 36 - 69 Centeno-Cortes, B & Antonio F. Jimenez jimenez,2009, Problem-solving tasks in a foreign language: the importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14:(1), 8-35 Cook,V 1999, Going beyond the native speaker in the language teaching. TESOL Quarterly, 33:185-209 Krashen, S D 1982, Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press Saville,M. K 2006, Introducing Second Language acquisition. United States of America: Cambridge university press. Scott, V. M., & De la Fuenté, M. J 2008, What’s the problem? L2 learners’ use of the L1 during consciousness-raising, form-focused tasks. The Modern Language journal, 92: (1), 100-113. Storch, N., & Wigglesworth, G 2003, Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37: (4), 760-770. Swain, M., & Lapkin, S 2000, Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251–274.