The role of L1 use by high-proficiency learners in L2 vocabulary development: A quasi-experimental study of L1 languaging

Masatoshi Sato, Isidora Angulo

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)

Abstract

This study investigated second language (L2) learners' use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge scale (VKS). Their interactions during the collaborative writing tasks were audio-recorded. The transcripts were first analysed in light of L1 focus such as content, language, and task management. Then, lexical language-related episodes (LREs) involving L1 were examined. The regression models of the VKS and LRE scores showed that L1 languaging was associated with higher gains in vocabulary knowledge.

Original languageEnglish
Title of host publicationLanguaging in Language Learning and Teaching
Subtitle of host publicationA collection of empirical studies
EditorsWataru Suzuki, Neomy Storch
PublisherJohn Benjamins Publishing Company
Pages41-66
Number of pages26
ISBN (Electronic)9789027207432
DOIs
Publication statusPublished - 2020

Publication series

NameLanguage Learning and Language Teaching
Volume55
ISSN (Print)1569-9471

Keywords

  • Collaborative writing tasks
  • Collective scaffolding
  • L1 languaging
  • Vocabulary development

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Linguistics and Language

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