What's the Problem? L2 Learners' Use of the L1 During Consciousness-Raising, Form-Focused Tasks
What's the Problem? L2 Learners' Use of the L1 During Consciousness-Raising, Form-Focused Tasks
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有什么问题？
DOI：
10.1111/j.1540-4781.2008.00689.x
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
María José de la Fuente
中科院分区：
文献类型：
--
作者：
Virginia M. Scott;María José de la Fuente
这项定性研究初步了解了当一对中级法语和西班牙语大学学习者从事提高意识、注重形式的语法任务时，第一语言 (L1) 的作用。通过对录音互动和刺激回忆会话的对话分析，我们探索了学生使用母语和第二语言 (L2) 解决语法问题的方式。被允许使用 L1（第一组）的学生以平衡且连贯的方式进行协作；被要求使用 L2（第二组）的学生表现出碎片化的互动和很少的合作迹象。刺激回忆实验的结果表明，对于第一组的学生来说，阅读、思考和说话似乎是同时进行和综合的过程，而对于第二组的学生来说，这些过程似乎是连续的、相互竞争的。除了表明使用 L1 来完成此类任务可以减少认知超负荷之外，这些发现还邀请教师在外语课堂上解决 L1 的“问题”。
This qualitative study provides preliminary insight into the role of the first language (L1) when pairs of intermediate-level college learners of French and Spanish are engaged in consciousness-raising, form-focused grammar tasks. Using conversation analysis of audiotaped interactions and stimulated recall sessions, we explored the ways students used the L1 and their second language (L2) to solve a grammar problem. Students who were allowed to use the L1 (Group 1) worked collaboratively in a balanced and coherent manner; students who were required to use the L2 (Group 2) exhibited fragmented interaction and little evidence of collaboration. Findings from the stimulated recall sessions suggested that reading, thinking, and talking appeared to be simultaneous and integrated processes for the students in Group 1, whereas these processes appeared to be sequential and competing for the students in Group 2. In addition to suggesting that using the L1 for these kinds of tasks reduces cognitive overload, these findings invite teachers to tackle the “problem” of the L1 in the foreign language classroom.
语言习得
DOI：
--
发表时间：
2005
期刊：
Encyclopedia of Language
影响因子：
--
作者：
Isobe;Miwa;Yukio Otsu
通讯作者：
Yukio Otsu