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. 4266
References

References

Antón, M., & DiCamilla, F.
(1998) Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54 (3), 314–342. CrossrefGoogle Scholar
Azkarai, A., & García Mayo, M. d. P.
(2015) Task-modality and L1 use in EFL oral interaction. Language Teaching Research, 19 (5), 550–571. CrossrefGoogle Scholar
Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F.
(2017) Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education, 5 (1), 30–57. CrossrefGoogle Scholar
Barahona, M.
(2016) Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country. Education Policy Analysis Archives, 24 (82), 1–24.Google Scholar
Brooks, F., & Donato, R.
(1994) Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262–274. CrossrefGoogle Scholar
de la Colina, A. A., & García Mayo, M. d. P.
(2009) Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. International Review of Applied Linguistics in Language Teaching, 47 (3–4), 325–345.Google Scholar
DiCamilla, F. J., & Antón, M.
(2004) Private speech: A study of language for thought in the collaborative interaction of language learners. International Journal of Applied Linguistics, 14 (1), 36–69. CrossrefGoogle Scholar
(2012) Functions of L1 in the collaborative interaction of beginning and advanced second language learners. International Journal of Applied Linguistics, 22 (2), 160–188. CrossrefGoogle Scholar
Donato, R.
(1994) Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.Google Scholar
Ender, A.
(2014) Implicit and explicit cognitive processes in incidental vocabulary acquisition. Applied Linguistics, 37 (4), 536–560. CrossrefGoogle Scholar
Fernández-Dobao, A.
(2012) Collaborative dialogue in learner-learner and learner-native speaker interaction. Applied Linguistics, 33 (3), 229–256. CrossrefGoogle Scholar
Fraser, C. A.
(1999) Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21 (2), 225–241. CrossrefGoogle Scholar
García Mayo, M. d. P., & Hidalgo, M. Á.
(2017) L1 use among young EFL mainstream and CLIL learners in task-supported interaction. System, 67, 132–145. CrossrefGoogle Scholar
Hall, G., & Cook, G.
(2012) Own-language use in language teaching and learning. Language Teaching, 45 (3), 271–308. CrossrefGoogle Scholar
Janebi Enayat, M., Amirian, S. M. R., Zareian, G., & Ghaniabadi, S.
(2018) Reliable measure of written receptive vocabulary size: Using the L2 depth of vocabulary knowledge as a yardstick. SAGE Open, 8 (1), 1–15. CrossrefGoogle Scholar
Kim, Y.
(2008) The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92 (1), 114–130. CrossrefGoogle Scholar
Lowry, L.
(1993) The giver. Boston, MA: Houghton Mifflin.Google Scholar
McDonough, K.
(2015) Perceived benefits and challenges with the use of collaborative tasks in EFL contexts. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 225–245). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Moore, P. J.
(2013) An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom. The Modern Language Journal, 97 (1), 239–253. CrossrefGoogle Scholar
Nakatsukasa, K., & Loewen, S.
(2015) A teacher’s first language use in form-focused episodes in Spanish as a foreign language classroom. Language Teaching Research, 19 (2), 133–149. CrossrefGoogle Scholar
Newton, J.
(2013) Incidental vocabulary learning in classroom communication tasks. Language Teaching Research, 17 (2), 164–187.Google Scholar
Oliver, R., Nguyen, B., & Sato, M.
(2017) Child ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 468–487). New York, NY: Routledge. CrossrefGoogle Scholar
Osborne, J. W., & Waters, E.
(2002) Four assumptions of multiple regression that researchers should always test Practical Assessment, Research, and Evaluation, 8 (2), 1–5.Google Scholar
Paribakht, T. S., & Wesche, M.
(1997) Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174–200). Cambridge: Cambridge University Press.Google Scholar
Sampson, R.
(2012) The language-learning self, self-enhancement activities, and self perceptual change. Language Teaching Research, 16 (3), 317–335. CrossrefGoogle Scholar
Sato, M.
(2017) Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67 (2), 249–283. CrossrefGoogle Scholar
(2020) Metacognitive instruction for collaborative interaction: The process and product of self-regulated learning in the Chilean EFL context. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts. (pp. 215-236) Bristol: Multilingual Matters.Google Scholar
Sato, M., & Ballinger, S.
(2016) Understanding peer interaction: Research synthesis and directions. In M. Sato & S. Ballinger (Eds.), Peer Interaction and Second Language Learning: Pedagogical potential and research agenda (pp. 1–30). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Sato, M., & Loewen, S.
(2019) Methodological strengths, challenges, and joys of classroom-based quasi-experimental research: Metacognitive instruction and corrective feedback. In R. DeKeyser & G. Prieto Botana (Eds.), Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability (pp. 31–54). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Sato, M., & Oyanedel, J. C.
(2019) “I think that is a better way to teach but…”: EFL teachers’ conflicting beliefs about grammar teaching. System, 84 , 110–122. CrossrefGoogle Scholar
Schmitt, N., & Schmitt, D.
(2014) A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47 (4), 484–503. CrossrefGoogle Scholar
Scott, V., & de la Fuente, M. -J.
(2008) What’s the problem? L2 learners’ use of the L1 during consciousness-raising, form-focused tasks. The Modern Language Journal, 92 (1), 100–113. CrossrefGoogle Scholar
Storch, N.
(2001) How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research, 5(1), 29–53. CrossrefGoogle Scholar
(2002) Patterns of interaction in ESL pair work. Language Learning, 52 (1), 119–158. CrossrefGoogle Scholar
(2013) Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Storch, N., & Aldosari, A.
(2010) Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14 (4), 355–375. CrossrefGoogle Scholar
Storch, N., & Sato, M.
(2019) Comparing the same task in different L2 learning contexts: An Activity Theory perspective. International Journal of Applied Linguistics, 30 (1), 50–69. CrossrefGoogle Scholar
Storch, N., & Wigglesworth, G.
(2003) Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37 (4), 760–769. CrossrefGoogle Scholar
Suzuki, W., & Itagaki, N.
(2009) Languaging in grammar exercises by Japanese EFL learners of differing proficiency. System, 37 (2), 217–225. CrossrefGoogle Scholar
Swain, M.
(2006) Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
Swain, M., & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82 (3), 320–337. CrossrefGoogle Scholar
(2000) Task-based second language learning: The uses of the first language. Language Teaching Research, 4 (3), 251–274. CrossrefGoogle Scholar
Swain, M., Lapkin, S., & Deters, P.
(2013) Exploring the effect of languaging activities on cognitive functioning: The case of an older adult in a long-term care facility. Activities, Adaptation & Aging, 37 (1), 1–18. CrossrefGoogle Scholar
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
(2009) Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93 (1), 5–29. CrossrefGoogle Scholar
Wells, G.
(1999) Using L1 to master L2: A response to Antón and DiCamilla’s ‘socio-cognitive functions of L1 collaborative interaction in the L2 classroom’. The Modern Language Journal, 83 (2), 248–254. CrossrefGoogle Scholar
Wertsch, J. V.
(1985) Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.Google Scholar
Williams, J.
(2001) The effectiveness of spontaneous attention to form. System, 29 (3), 325–340. CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Barahona, Malba, Catalina Delaporte‐Raurich & Ximena Ibaceta‐Quijanes
2021. “It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English. TESOL Journal Crossref logo

This list is based on CrossRef data as of 11 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.