What's the problem? L2 learners' use of the L1 during consciousness-raising, form-focused tasks

Modern Language Journal

Volumn 92, Issue 1, 2008, Pages 100-113

  Scott, Virginia M ^a   de la Fuente, Maria José ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b GEORGE WASHINGTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41949101977     PISSN: 00267902     EISSN: 15404781     Source Type: Journal    
DOI: 10.1111/j.1540-4781.2008.00689.x     Document Type: Article

References (46)

1. Antón, M., & DiCamilla, F. J. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Journal, 54, 314-342.
2. Artemeva, N. (1995). The adult learner as incipient bilingual: The role of L1 in the adult ESL classroom. Carleton Papers in Applied Language Studies, 12, 113-136.
3. Atkinson, D. (1993). Teaching in the target language: A problem in the current orthodoxy. Language Learning Journal, 8, 2-5.
4. Belz, J. A. (2002). Identity, deficiency, and first language use in foreign language education. In C. Blyth (Ed.), The sociolinguistics of foreign-language classrooms: AAUSC issues in language program direction (pp. 209-248). Boston: Heinle & Heinle.
5. Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77, 262-274.
6. Brooks, F. B., Donato, R., & McGlone, J. (1997). When are they going to say "it" right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30, 524-541.
7. Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogic tasks. London: Pearson Education.
8. Centeno-Cortés, B., & Jiménez, A. (2004). Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14, 7-35.
9. Chavez, M. (2002). The diglossic foreign-language classroom: Learners' views on L1 and L2 functions. In C. Blyth (Ed.), The sociolinguistics of foreign-language classrooms: AAUSC issues in language program direction (pp. 163-208). Boston: Heinle & Heinle.
10. Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.
11. Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402-423.
12. Cook, V. (2002). Background to the L2 user. In V. Cook (Ed.), Portraits of the L2 user (pp. 1-28). Buffalo, NY: Multilingual Matters.
13. de Bot, K. (2002). A bilingual production model: Levelt's "speaking" model adapted. In L. Wei (Ed.), The bilingualism reader (pp. 420-442) New York: Routledge. (Reprinted from Applied Linguistics, 13, pp. 1-24, 1992, Oxford: Oxford University Press.)
14. de Bot, K. (1993). Word production and the bilingual lexicon. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 191-214). Philadelphia: John Benjamins.
15. de Groot, A. M. B. (1993). Word-type effects in bilingual processing tasks: Support for a mixed-representational system. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 27-51). Philadelphia: John Benjamins.
16. Ellis, R. (1991). Second language acquisition and language pedagogy. Clevedon, UK: Multilingual Matters.
17. Ellis, R. (2003). Task-based language learning and teaching. Cambridge: Cambridge University Press.
18. Fabbro, F. (1999). The neurolinguistics of bilingualism: An introduction. East Sussex, UK: Psychology Press.
19. Fotos, S. (1993). Consciousness-raising and noticing through focus on form: Grammar task performance vs. formal instruction. Applied Linguistics, 14, 385-407.
20. Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 605-628.
21. Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.
22. Grosjean, F. (2002). Processing mixed language: Issues, findings, and models. In L. Wei (Ed.), The bilingualism reader (pp. 443-469). New York: Routledge. (Reprinted from Tutorials in bilingualism, pp. 225-254, by A. M. de Groot and J. F. Kroll, Eds., 1997, Mahwah, NJ: Lawrence Erlbaum.)
23. Hadley, A. O. (2001). Teaching language in context (3rd ed.). Boston: Heinle & Heinle.
24. Hermans, D., Bongaerts, T., de Bot, K., & Schreuder, R. (1998). Producing words in a foreign language: Can speakers prevent interference from their first language? Bilingualism: Language and Cognition, 1, 213-229.
25. Koike, D. A., & Liskin-Gasparro, J. E. (1999). What is a near-native speaker?Perspectives of job seekers and search committees in Spanish. ADFL Bulletin, 30, 54-62.
26. Krashen, S. D. (1988). Principles and practice in second language acquisition. New York: Pergamon.
27. Kroll, J. F. (1993). Accessing conceptual representations for words in a second language. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 53-81). Philadelphia: John Benjamins.
28. Kroll, J. F., & Sunderman, G. (2003). Cognitive processes in second language learners and bilinguals: The development of lexical and conceptual representations. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 104-129). Malden, MA: Blackwell.
29. Kroll, J. F., & Tokowicz, N. (2001). The development of conceptual representation for words in a second language. In J. L. Nicol (Ed.), One mind, two languages: Bilingual language processing (pp. 49-71). Malden, MA: Blackwell.
30. Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen (2nd ed.). New York: McGraw Hill.
31. Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. Modern Language Journal, 87, 343-364.
32. Long, M., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207-228.
33. Macaro, E. (2001). Analyzing student teachers' codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85, 531-548.
34. Mohammed, N. (2001). Teaching grammar through consciousness-raising tasks: Learning outcomes, learner preferences and task performance. Unpublished master's thesis, University of Auckland, New Zealand.
35. Paradis, M. (2004). A neurolinguistic theory of bilingualism. Philadelphia: John Benjamins.
36. Pica, T. (1994). Research on negotiation: What does it reveal about second language learning conditions, processes and outcomes? Language Learning, 44, 493-527.
37. Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18, 27-68.
38. Rutherford, W., & Sharwood Smith, M. (1985). Consciousness-raising and universal grammar. Applied Linguistics, 6, 274-292.
39. Shrum, J. L., & Glisan, E. (1994). Teacher's handbook: Contextualized language instruction. Boston: Heinle & Heinle.
40. Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37, 760-770.
41. Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.
42. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-337.
43. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4, 251-274.
44. Tomlinson, B. (2000). Talking to yourself: The role of the inner voice in language learning. Applied Language Learning, 11, 123-154.
45. Valdés, G. (1998). The construct of the near-native speaker in the foreign language profession: Perspectives on ideologies about language. ADFL Bulletin, 29, 4-8.
46. Vygotsky, L. S. (1987). Thinking and speech. (Transl. N. Minick) In The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology. New York: Plenum Press.