Chapter published in:Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 42–66
The role of L1 use by high-proficiency learners in L2 vocabulary development
A quasi-experimental study of L1 languaging
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: L1 languaging, collective scaffolding, vocabulary development, collaborative writing tasks
Published online: 14 August 2020
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Cited by 2 other publications
Barahona, Malba, Catalina Delaporte‐Raurich & Ximena Ibaceta‐Quijanes
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