An updated review on use of L1 in foreign language classrooms
An updated review on use of L1 in foreign language classrooms
复制标题
外语课堂中 L1 使用的最新评论
DOI：
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发表时间：
2020
影响因子：
2.3
通讯作者：
Yunkyeong Choi
中科院分区：
文献类型：
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作者：
Jee;L. Dixon;Yunkyeong Choi
本文旨在通过回顾2011年至2018年最近发表的实证文献，对母语（L1）在外语（FL）课堂中的使用提供一个全面的视角。本文重点关注与四个关键领域相关的文献：(1)L1使用的范围和影响，(2)影响L1和第二语言（L2）使用的因素，(3)对L1和L2使用的信念和态度，以及(4)L1使用对L2技能的有效性。总体研究结果建议将母语作为一种资源整合到课程中，旨在明智和有意地使用母语。建议重新定义母语使用的本质，并概述了鼓励有效使用母语以最大限度地提高课堂上第二语言学习的方法。此外，还讨论了赋予教师和学生权力的讲习班，并为他们的教学设立一个机构。在外语教学中，对译语的理解和译语的教学应用还需要进一步的研究。
ABSTRACT This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through 2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use, (2) factors influencing L1 and second language (L2) use, (3) beliefs and attitudes towards L1 and L2 use, and (4) the effectiveness of L1 use on L2 skills. The overall findings suggest making use of L1 as a resource integrated into the curriculum, aiming for the judicious and intentional use of L1. Re-conceptualising the nature of L1 use is suggested, as well as ways to encourage efficient use of L1 to maximise L2 learning in the classroom are outlined. Furthermore, workshops are discussed for teachers and students to be empowered and to have an agency for their teaching and learning. Future studies on understanding of translanguaging and pedagogical use of translanguaging in FL education are needed.