The use of first language(s) (L1) in the language classroom has often been at the centre of methodological debate, giving rise to a number of differing views. To date, this discussion has been focused largely on the aspect of teacher language choice, with only limited studies concerning the student's use of L1. This book aims to explore the learner's representations of strategic L1 use in the foreign language classroom. The research study seeks to understand whether learners attribute positive or negative roles to the L1 in the language learning process, and investigates this within two language populations (French and Australian). The findings highlight that learners are able to differentiate between the help that the L1 provides in comprehending aspects of the foreign language, and the hindrance that it causes to L2 exposure, suggesting that learners are more aware of the benefits and pitfalls of L1 use in the language classroom than as portrayed through previous studies. From these findings, it is suggested that representations of learners regarding strategic L1 use should become a focus for further research.
Learner Representations of Strategic L1 Use in the Language Classroom
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The use of first language(s) (L1) in the language classroom has often been at the centre of methodological debate, giving rise to a number of differing views. To date, this discussion has been focused largely on the aspect of teacher language choice, with only limited studies concerning the student's use of L1. This book aims to explore the learner's representations of strategic L1 use in the foreign language classroom. The research study seeks to understand whether learners attribute positive or negative roles to the L1 in the language learning process, and investigates this within two language populations (French and Australian). The findings highlight that learners are able to differentiate between the help that the L1 provides in comprehending aspects of the foreign language, and the hindrance that it causes to L2 exposure, suggesting that learners are more aware of the benefits and pitfalls of L1 use in the language classroom than as portrayed through previous studies. From these findings, it is suggested that representations of learners regarding strategic L1 use should become a focus for further research.
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This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in...
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