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Conference Paper/Proceeding/Abstract 1736 views

The effects of L1 use on vocabulary acquisition

Ernesto Macaro, Mairin Hennebry, Vivienne Rogers Orcid Logo

Applied Linguistics, Global and Local: Proceedings of the BAAL Annual Conference 2010 University of Aberdeen, Pages: 189 - 198

Swansea University Author: Vivienne Rogers Orcid Logo

Abstract

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 im...

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Published in: Applied Linguistics, Global and Local: Proceedings of the BAAL Annual Conference 2010 University of Aberdeen
Published: Aberdeen Scitsiugnil Press 2011
Online Access: https://www.eproceedings.com/43rd-annual-meeting-british-association-applied-linguistics-9-11-sep-2010-university-aberdeen
URI: https://cronfa.swan.ac.uk/Record/cronfa12349
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spelling 2019-06-12T16:02:05.2827142 v2 12349 2012-08-15 The effects of L1 use on vocabulary acquisition 7685a0d18ca86058903345ccc1b2f89d 0000-0002-6871-6860 Vivienne Rogers Vivienne Rogers true false 2012-08-15 APLI 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 (Liu et al. 2004). There has been considerable research into teachers’ beliefs about the use of L1 (Levine 2003; Macaro 2000), and observing the use of L1 in order to describe its functions in the classroom (Macaro 2001, Macaro and Mutton 2002; Rolin-Ianziti and Brownlie, 2002). Further studies have examined teachers’ and learners’ codeswitching patterns (alternating between the two languages), in order to measure the quantity of L1 use (e.g. Macaro 2001). 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. Conference Paper/Proceeding/Abstract Applied Linguistics, Global and Local: Proceedings of the BAAL Annual Conference 2010 University of Aberdeen 189 198 Scitsiugnil Press Aberdeen 31 12 2011 2011-12-31 https://www.eproceedings.com/43rd-annual-meeting-british-association-applied-linguistics-9-11-sep-2010-university-aberdeen COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University 2019-06-12T16:02:05.2827142 2012-08-15T11:26:47.7827511 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Ernesto Macaro 1 Mairin Hennebry 2 Vivienne Rogers 0000-0002-6871-6860 3
title The effects of L1 use on vocabulary acquisition
spellingShingle The effects of L1 use on vocabulary acquisition
Vivienne Rogers
title_short The effects of L1 use on vocabulary acquisition
title_full The effects of L1 use on vocabulary acquisition
title_fullStr The effects of L1 use on vocabulary acquisition
title_full_unstemmed The effects of L1 use on vocabulary acquisition
title_sort The effects of L1 use on vocabulary acquisition
author_id_str_mv 7685a0d18ca86058903345ccc1b2f89d
author_id_fullname_str_mv 7685a0d18ca86058903345ccc1b2f89d_***_Vivienne Rogers
author Vivienne Rogers
author2 Ernesto Macaro
Mairin Hennebry
Vivienne Rogers
format Conference Paper/Proceeding/Abstract
container_title Applied Linguistics, Global and Local: Proceedings of the BAAL Annual Conference 2010 University of Aberdeen
container_start_page 189
publishDate 2011
institution Swansea University
publisher Scitsiugnil Press
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
url https://www.eproceedings.com/43rd-annual-meeting-british-association-applied-linguistics-9-11-sep-2010-university-aberdeen
document_store_str 0
active_str 0
description 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 (Liu et al. 2004). There has been considerable research into teachers’ beliefs about the use of L1 (Levine 2003; Macaro 2000), and observing the use of L1 in order to describe its functions in the classroom (Macaro 2001, Macaro and Mutton 2002; Rolin-Ianziti and Brownlie, 2002). Further studies have examined teachers’ and learners’ codeswitching patterns (alternating between the two languages), in order to measure the quantity of L1 use (e.g. Macaro 2001). 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.
published_date 2011-12-31T03:14:17Z
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score 11.037056

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