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

Masatoshi Sato, Isidora Angulo

Resultado de la investigación: Contribución a los tipos de informe/libroCapítulorevisión exhaustiva

1 Cita (Scopus)

Resumen

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.

Idioma originalInglés
Título de la publicación alojadaLanguaging in Language Learning and Teaching
Subtítulo de la publicación alojadaA collection of empirical studies
EditoresWataru Suzuki, Neomy Storch
EditorialJohn Benjamins Publishing Company
Páginas41-66
Número de páginas26
ISBN (versión digital)9789027207432
DOI
EstadoPublicada - 2020

Serie de la publicación

NombreLanguage Learning and Language Teaching
Volumen55
ISSN (versión impresa)1569-9471

Áreas temáticas de ASJC Scopus

  • Psicología educativa y evolutiva
  • Educación
  • Lingüística y lenguaje

Huella

Profundice en los temas de investigación de 'The role of L1 use by high-proficiency learners in L2 vocabulary development: A quasi-experimental study of L1 languaging'. En conjunto forman una huella única.

Citar esto