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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-Leung, Rogers, V
The 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 Linguistics

Editors

R McColl Millar and M Durham

Pagination

189-198

ISBN

9780955953330

Department/School

Faculty of Education

Publisher

Scitsiugnil Press

Place of publication

United Kingdom

Event title

43rd Annual Meeting of the British Association for Applied Linguistics

Event Venue

University of Aberdeen

Date of Event (Start Date)

2010-09-09

Date of Event (End Date)

2010-09-11

Repository Status

  • Restricted

Socio-economic Objectives

Secondary education; Teacher and instructor development

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