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The effects of L1 use on vocabulary acquisition
conference contribution
posted on 2023-05-23, 14:52 authored by Macaro, E, Mairin Hennebry-LeungMairin Hennebry-Leung, Rogers, VThe last 15 years of L2 acquisition and language education research and literature have seen the emergence of the issue of whether teachers should use the learners’ first language (L1) in foreign or second language (L2) classroom. The interpretation of the debate by teachers and policy makers has impacted on L2 teaching practices. There has been considerable research into teachers’ beliefs about the use of L1, and observing the use of L1 in order to describe its functions in the classroom. Further studies have examined teachers’ and learners’ codeswitching patterns (alternating between the two languages), in order to measure the quantity of L1 use. However, empirical evidence as to the effectiveness, or otherwise, of L1 use is surprisingly lacking in the debate. This study therefore aimed to provide some initial evidence, in order to inform pedagogy, by focusing narrowly on vocabulary learning during teacher-student oral interaction.
History
Publication title
Applied Linguistics, Global and Local: Proceedings of the 43rd Annual Meeting of the British Association for Applied LinguisticsEditors
R McColl Millar and M DurhamPagination
189-198ISBN
9780955953330Department/School
Faculty of EducationPublisher
Scitsiugnil PressPlace of publication
United KingdomEvent title
43rd Annual Meeting of the British Association for Applied LinguisticsEvent Venue
University of AberdeenDate of Event (Start Date)
2010-09-09Date of Event (End Date)
2010-09-11Repository Status
- Restricted