Students' views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use

Canadian Modern Language Review

Volumn 65, Issue 2, 2008, Pages 249-273

  Jeanne, Rolin Ianziti ^a   Varshney, Rachel ^b  

^a UNIVERSITY OF QUEENSLAND   (Australia)

^b MACQUARIE UNIVERSITY   (Australia)

Author keywords

Importance of teaching context; Language teaching at beginner level; Students' perceptions; Use of the first language

Indexed keywords

EID: 58849165267     PISSN: 00084506     EISSN: 17101131     Source Type: Journal    
DOI: 10.3138/cmlr.65.2.249     Document Type: Article

References (32)

1. Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of LI collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54, 314-342.
2. Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41, 241-247.
3. Auerbach, E.R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27, 9-32.
4. Capelle, G., & Gidon, N. (1999). Reflets 1: Méthode de français avec vidéo intégrée. Paris: Hachette.
5. Castellotti, V., & Moore, D. (1997). Alterrter pour apprendre, alterner pour enseigner, de nouveaux enjeux pour la classe de langue. Etudes de Linguistique Appliquée, 108, 389-92.
6. Chavez, M. (2003). The diglossic foreign-language classroom: Learners' views on L1 and L2 functions. In C. Blyth (Ed.), The sociolinguistics of foreign-language classrooms: Contributions of the native, near-native, and the non-native speaker (pp. 163-208). Boston: Heinle.
7. Cook, V. (2001). Using the first language in the classroom. The Canadian Modern language Review, 57, 402-423.
8. Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
9. Duff, P., & Polio, C. (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74, 154-166.
10. Ellis, R. (1988). Classroom second language development. New York: Prentice Hall.
11. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
12. Gearon, M. (1997). L'alternance entre l'anglais et le français chez les professeurs de FLE en Australie. Etudes de Linguistique Appliquée, 108, 389-392.
13. Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-294.
14. Kaneko, T. (1992). The role of the first language in foreign language classrooms. Unpublished doctoral dissertation, Temple University, PA.
15. Kern, R.G. (1995). Students' and teachers' beliefs about language learning. Foreign Language Annals, 28, 71-89.
16. Kim, S.H.O., & Elder, C. (2005). Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk, Language Teaching Research, 9, 355-380.
17. Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
18. 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.
19. Liebscher, G., & Dailey-O'Cain, J. (2004). Learner code-switching in the content-based foreign language classroom. The Canadian Modern Language Review, 60, 501-525.
20. Long, M.H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly 26, 27-56.
21. Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon, UK: Multilingual Matters.
22. Macaro, E. (2001). Analysing student teachers' codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85, 531-548.
23. Moore, D. (1996). Bouées trartscodiques en situation immersive ou comment interagir avec deux langues quand on apprend une langue étrangère à l'école. Acquisition et Interaction en Langue Etrangère, 7, 95-121.
24. Polio, C., & Duff, P. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. Modern Language Journal, 78, 313-326.
25. Puren, C. (2006). De l'approche communicative à la perspective actionnelle. Le Français Dans le Monde, 347, 37-40.
26. Rolin-Ianziti, J., & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review, 58, 402-426.
27. Spada, N., & Fröhlich, M. (1995). COLT observation scheme. North Ryde, NSW: Macquarie University, National Centre for English Language Teaching and Research.
28. Seliger, H., & Shohamy E. (1990). Second language research methods. Oxford: Oxford University Press.
29. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274.
30. Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching but... The Canadian Modern Language Reviezv, 57, 531-540.
31. Varshney, R. (2005) Learner representations of L1 strategic use in the foreign language classroom: A comparative study of Australian and French students. Unpublished doctoral dissertation, University of Queensland.
32. Varshney, R., & Rolin-Ianziti, J. (2006). Student perceptions of L1 use in the foreign language classroom: Help or hindrance? Journal of the Australasian Universities Language and Literature Association, 105, 55-83.