Publications

Publication details [#62142]

Macaro, Ernesto and Ting Zhao. 2016. What works better for the learning of concrete and abstract words: teachers' L1 use or L2-only explanations? International Journal of Applied Linguistics 26 (1) : 75–98.

Publication type

Article in journal

Publication language

English

Keywords

L2-acquisition | language of instruction | recall | vocabulary growth

Language as a subject

Chinese | English

Place, Publisher

Wiley-Blackwell

Journal WWW

www.ingenta.com/journals/browse/bpl/ijal

Annotation

This study proposes that the contrasting effects of teachers' first language (L1) use, compared to their second language (L2)-only explanations, worked better for Chinese-speaking adults' acquisition of greater vocabulary gains in immediate and delayed recall. Potential explanations for these results are presented.