Student perceptions of L1 use in the foreign language classroom: Help or hindrance?

AUMLA-Journal of the Australasian Universities Language and Literature Association

Volumn 105, Issue , 2006, Pages 55-83

  Varshney, Rachel ^a   Rolin Ianziti, Jeanne ^a  

^a MACQUARIE UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 58849117903     PISSN: 00012793     EISSN: None     Source Type: Journal    
DOI: 10.1179/000127906805260338     Document Type: Article

References (21)

1. The main studies include: Tomoko Kaneko, The Role of the First Language in the Foreign Language Classroom (Temple University, 1992)
2. Patricia Duff and Charlene Polio, "How Much Foreign Language is there is the Foreign Language Classroom?," The Modern Language Journal 74 (1990): 154-66
3. Charlene Polio and Patricia Duff, "Teachers' Language Use in University Foreign Language Classrooms: a Qualitative Analysis of English and Target Language Alternation," The Modem Language Journal 78 (1994): 313-26
4. Veronique Castellotti and Daniele Moore, "Alterner pour apprendre, alterner pour enseigner, de nouveaux enjeux pour la classe de langue," Etudes de linguistiqe appliquée, 108 (1997): 389-92
5. Ernesto Macaro, "Analysing Student Teachers' Codeswitching in Foreign Language Classrooms: Theories and Decision Making," The Modern Language Journal 85 (2001): 531-48
6. Jeanne Rolin-Ianziti and Siobhan Brownlie, "Teacher Use of Learners' Native Language in the Foreign Language Classroom," The Canadian Modern Language Revie, 58 (2002): 402-26
7. One of the leading theorists in SLA who has influenced researchers in the area of L1 use in the language classroom is: Stephen Krashen, Second Language Acquisition and Second Language Learning, (Oxford: Pergamon Press, 1981)
8. Vivian Cook, "Using the First Language in the Classroom," The Canadian Modern Language Review 57 (2001), 402-23
9. For a perspective of student use of L1 see: Maria Anton and Frederick Dicamilla, "Socio-Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom, The Canadian Modern Language Review, 54 (1998): 236-315
10. Merrill Swain and Sharon Lapkin, "Task-Based Second language Learning: the Uses of the First Language," Language Teaching Research, 4 (2000): 251-74
11. Grit Liebscher and Jennifer Dailey-O'Cain, "Learner Code-Switching in the Content-Based Foreign Language Classroom," The Canadian Modern Language Review, 60 (2004): 501-25
12. To our knowledge, only one study currendy, that deals with student beliefs on the use of L1. Glenn Levine, "Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety," The Modern Language Journal, 87 (2003): 343-64
13. The authors refer to: P Auer, "Introduction: Bilingual Conversation Revisited," Code-switching in conversation: Language, Interaction, and Identity, ed. P Auer (London: Routledge, 1998), 1-24
14. Elaine Horwitz, "The Beliefs about Language Learning of Beginning University Foreign Language Students," The Modern Language Journal, 72 (1988): 283-94
15. Richard Kern, "Students' and Teachers' Beliefs about Language Learning," Foreign Language Annals, 28 (1995): 71-89
16. As noted by the Spanish coordinator, 38-2002
17. Spanish coordinator, 78-2002
18. German coordinator, 4-2002
19. French coordinator, 30-2002
20. French coordinator, 44 - 2002
21. Japanese coordinator, 18-2002