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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. 41–66

Chapter 2
The role of L1 use by high-proficiency learners in L2 vocabulary development

A quasi-experimental study of L1 languaging

| Universidad Andres Bello
| The Mayflower School

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
Article outline
  • Introduction
  • Literature review
    • L1 use and L2 learning
    • Vocabulary development in interaction
  • The study
    • Context and participants
    • Data collection
    • Collaborative writing tasks
    • Vocabulary knowledge scale
    • Data analysis
    • L1 functions
    • L1 languaging
    • Vocabulary development and L1 languaging
  • Results
    • Overview: L1 use and functions
    • L1 languaging
    • Vocabulary development
    • L1 languaging and vocabulary development
  • Discussion
    • L1 use and collaborative writing
    • L1 languaging by high-proficiency learners
    • L1 languaging and vocabulary development
  • Conclusion and pedagogical implications
  • References
  • Appendix
Published online: 14 August 2020
DOI logo
https://doi.org/10.1075/lllt.55.02sat
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