@inbook{0351368ae3cf4d77a9f43a6df0500439,
title = "The role of L1 use by high-proficiency learners in L2 vocabulary development: A quasi-experimental study of L1 languaging",
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.",
keywords = "Collaborative writing tasks, Collective scaffolding, L1 languaging, Vocabulary development",
author = "Masatoshi Sato and Isidora Angulo",
note = "Funding Information: This project was supported by the Fondo Nacional de Desarrollo Cient{\'i}fico y Tecn{\'o}logico from the Ministry of Education of Chile (FONDECYT: 1181533) awarded to the first author. Publisher Copyright: {\textcopyright} 2020 John Benjamins Publishing Company Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",
year = "2020",
doi = "10.1075/lllt.55.02sat",
language = "English",
series = "Language Learning and Language Teaching",
publisher = "John Benjamins Publishing Company",
pages = "41--66",
editor = "Wataru Suzuki and Neomy Storch",
booktitle = "Languaging in Language Learning and Teaching",
address = "Netherlands",
}