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
Language as a subject
Place, Publisher


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.