The use of L1 in an L2 on-line chat activity

Canadian Modern Language Review

Volumn 62, Issue 1, 2005, Pages 161-182

  Thoms, Joshua ^a,b   Liao, Jianling ^a,b   Szustak, Anja ^a,b  

^a UNIVERSITY OF IOWA   (United States)

^b Department of Spanish and Portuguese ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248709304     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: 10.3138/cmlr.62.1.161     Document Type: Article

References (43)

1. Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interactions in the L2 classroom. The Canadian Modern Language Review, 54, 314-342.
2. Behan, L., & Turnbull, M. (with Spek, J.). (1997). The proficiency gap in late immersion (extended French): Language use in collaborative tasks. Le Journal de l'immersion, 20,41-42.
3. Blake, R. (2000). Computer-mediated communication: A window on L2 Spanish interlanguage. Language Learning and Technology, 4, 120-136. Retrieved March 18, 2004, from http://llt.msu.edu/v014num1/blake/default.html
4. Blyth, C. (1995). Redefining the boundaries of language use: The foreign language classroom as a multilingual speech community. In C. Kramsch (Ed.), Redefining the boundaries of language study (pp. 145-183). Boston: Heinle & Heinle.
5. Brooks, F. (1992). Spanish III learners talking to one another through a jigsaw task. The Canadian Modern Language Review, 48, 696-717.
6. Brooks, F., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77, 262-274.
7. Brooks, F., & Platt, E. (2002, April). 'The math is what tripped us up!': Using English during L2 dialogic activity. Paper presented at the meeting of the American Association for Applied Linguistics, Salt Lake City, UT.
8. Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22, 17-31.
9. Cohen, A. (1994). The language used to perform cognitive operations during full-immersion math tasks. Language Testing, 11, 171-195.
10. Cook, V. (1992). Evidence for multicompetence. Language Learning, 42, 576-591.
11. Darhower, M. (2002). Interactional features of synchronous computermediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19, 249-277.
12. Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
13. Fernández-García, M., & Martínez-Arbelaiz, A. (2002). Negotiation of meaning in normative speaker-nonnative speaker synchronous discussions. CALICO Journal, 19, 279-294.
14. Fraga, L., Gallegos, H., López, G., Pratt, M., Rosaldo, R., Saldivar, J., et al. (1994). Still looking for America: Beyond the Latino national political survey (Report prepared by the Public Outreach Project). Palo Alto, CA: Stanford University.
15. Iwasaki, J., & Oliver, R. (2003). Chat-line interaction and negative feedback. Australian Review of Applied Linguistics, 17, 60-73.
16. Johnson, M. (2004). A philosophy of second language acquisition. New Haven, CT: Yale University Press.
17. Kern, R. (1995). Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79, 457-476.
18. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
19. Lantolf, J. (2000). Introducing sociocultural theory. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-28). Oxford: Oxford University Press.
20. Long, M. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
21. Oskoz, A. (2003). Jigsaw and free discussion in synchronous computer-mediated communication. Unpublished PhD dissertation, University of Iowa, Iowa City.
22. Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language research and instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning (pp. 9-34). London: Multilingual Matters.
23. Piatt, E., & Brooks, F. (1994). The 'acquisition-rich environment' revisited. Modern Language Journal, 78, 497-511.
24. Rommetveit, R. (1974). On message structure: A framework for the study of language and communication. London: John Wiley.
25. Savignon, S. (1983). Communicative competence: Theory and classroom practice. Texts and contexts in second language learning. Reading, MA: Addison-Wesley.
26. Smith, B. (2003). The use of communication strategies in computer-mediated communication. System, 31, 29-53.
27. Smith, B., Álvarez-Torres, M., & Zhou, Y. (2003). Features of CMC technologies and their impact on language learners' learning: Two case studies. The Canadian Modern Language Review, 59, 189-214.
28. Storch, N. (1999). Are two heads better than one? Pair work and grammatical accuracy. System, 27, 363-374.
29. Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. The Canadian Modern Language Review, 50, 158-164.
30. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
31. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-37.
32. Swain, M., & Lapkin, S. (2000a). Task-based second language learning: The uses of the first language. Language Teaching Research, 4, 251-274.
33. Swain, M., & Lapkin, S. (2000b). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing. Harlow, UK: Longman.
34. Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between learners and native speakers of Japanese. Language Learning and Technology, 6, 82-99.
35. Tudini, V. (2002). The role of on-line chatting in the development of competence in oral interaction. In C. Kennedy (Ed.), Proceedings of Innovations in Italian Teaching workshop, Griffith University (pp. 40-57). Brisbane: Griffith University.
36. Tudini, V. (2003). Using native speakers in chat. Language Learning and Technology, 7(3), 141-159.
37. Von der Emde, S., Schneider, J., & Kötter, M. (2001). Technically speaking: Transforming language learning through virtual learning environments (MOOs). Modern Language Journal, 85, 210-225.
38. Vygotsky, L. (1962). Thought and language. Cambridge: MIT Press. (Original work published 1934)
39. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
40. Walz, J. (1996). The classroom dynamics of information-gap activities. Foreign Language Annals, 29, 481-494.
41. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13, 7-26.
42. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81, 470-481.
43. Wells, G. (1998). Using L1 to master L2: A response to Antón and DiCamilla's 'Socio-cognitive functions of Ll collaborative interactions in the L2 classroom.' The Canadian Modern Language Review, 54, 343-353.