L1 use in primary and secondary foreign language classrooms and its contribution to learning.

Autor: Tognini, Rita, Oliver, Rhonda
Předmět:
Zdroj: Utrecht Studies in Language & Communication; 2012, Vol. 24, p53-77, 25p, 11 Charts
Abstrakt: The bilingual nature of foreign language classrooms is often ignored in SLA research. However, L1 use in teacher-learner and peer interaction is a reality in these classrooms. Studies of teacher-learner and peer interaction have found varying levels of L1 use in different contexts. They have tended to highlight its limitations to learning but have also identified cognitive and social functions for L1 use that could contribute to learning. Research in both contexts draws attention to the lack of a principled basis for optimum L1 use for SLA. This chapter explores L1 use in 10 foreign language classes in Australian schools. The chapter is based on findings of a four month study in ten French and Italian classes and focuses on the context and purpose of L1 use in teacher-learner and peer interaction. L1 use by teachers and students varied across different activities and tasks. Teachers' L1 use tends to be associated with particular classroom contexts. Although it serves important social and regulatory functions, its consistent use, especially for dealing with communication difficulties, may limit opportunities for learning. In contrast, L1 use in peer interaction helps learners support and scaffold each other's L2 use and develop their understanding of L2 grammar. [ABSTRACT FROM AUTHOR]
Databáze: Complementary Index