Principles for code choice in the foreign language classroom: A focus on grammaring

Levine, Glenn S.

doi:10.1017/s0261444811000498

Cited by 47 publications

(31 citation statements)

References 21 publications

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“…Further research is needed to shed more light on potential effective functions of learners' L1. In fact, learners' L1 might serve a lot of pedagogical, discursive, and social functions just as any use of L2 does (Levine, 2014).…”

Section: Resultsmentioning

confidence: 99%

Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

Mohebbi

Alavi

2014

Bellaterra J. Teach. Learn. Lang. Lit

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Recently the issue of having recourse to second language (L2) learners' first language (L1) in second language acquisition (SLA) is receiving a great amount of attention in SLA research. There has been a great deal of claims and counterclaims with respect to L1 use in L2 learning. The findings of L2 research to date cast doubt on the rationales of proponents of exclusive use of L2. To date, L2 researchers and practitioners have observed L2 classrooms and have come up with different functions of L1 in L2 learning. The present study investigates teachers' beliefs and perceptions about L1 use in English-as-a-foreign language (EFL) learning context. To this end, seventy-two L2 teachers volunteered to fill in a questionnaire which probed into their beliefs and perceptions about employing learners' L1 (Persian) in L2 (English) learning. The data obtained revealed that the L2 teachers used L1 mainly to provide feedback, teach new vocabulary, explain grammar, build rapport, manage the class, give individual help to learners, and save time in lengthy task explanations. Additionally, in contrast to the L2 studies to date in this field, the teachers expressed that they never fall back on learners' L1 to explain instructions for assignments or projects. The findings might have significant implications for language teachers, in particular in EFL contexts, regarding the facilitative effects of L1 use on L2 learning. The pedagogical implications of the study are explained in detail. , 2014, to name but a few). Levine (2014) provides a comprehensive and anew review of the issue of L1 use in foreign language learning classroom context. The recent findings of L2 research examining the use of L1 in L2 learning undermine the strong L2-only stance advocated frequently by policy makers. The existing body of L2 research in the area of L1 use has shown the positive effect of L1 use on prompting

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Section: Resultsmentioning

confidence: 99%

Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

Mohebbi

Alavi

2014

Bellaterra J. Teach. Learn. Lang. Lit

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“…Recent studies support Vygotsky's findings. Morahan (2010), for instance, found that when using the L1 sporadically in pair/group work, it assists learners to cognitively process the activity-at-hand at a higher level (also see Levine, 2014;Wells, 1999).…”

Section: International Perspectivementioning

confidence: 99%

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

Tsagari

Giannikas

2018

Applied Linguistics Review

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The present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

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“…Research on teachers' language use in second language (L2) classrooms has increased dramatically in number over the past 20 years, with studies looking at this issue from numerous perspectives (e.g. de la Campa & Nassaji, 2009;Lee, 2016;Lee & Macaro, 2013;Levine, 2003Levine, , 2011Levine, , 2014Macaro, 2001;Rolin-Ianziti & Brownlie, 2002;Rolin-Ianziti & Varshney, 2008;van der Meij & Zhao, 2010;Zhao & Macaro, 2016). One strand of this research has sought to measure the amount of the first language (L1) and L2 use on the part of teacher (e.g.…”

Section: Introductionmentioning

confidence: 99%

The effects of instructor language choice on second language vocabulary learning and listening comprehension

Lee

Levine

2018

Language Teaching Research

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The present study examined the interaction effects between teachers’ choice of language in lexical explanation and second language (L2) learners’ proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate and advanced) were assigned to three different conditions. These conditions included (1) code-switching, in which teachers briefly switched to learners’ first language for vocabulary teaching purposes, (2) L2-only, in which teachers maintained L2 for overall instruction and vocabulary teaching, and (3) control condition, in which learners were not given instruction about target vocabulary. The results revealed that teachers’ instruction about target vocabulary brought about more gains in learning of phrasal verbs than lack thereof. In addition, teachers’ use of code-switching benefited intermediate-level learners most, who were able to gain similar levels of vocabulary learning and listening comprehension to advanced learners.

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Principles for code choice in the foreign language classroom: A focus on grammaring

Cited by 47 publications

References 21 publications

Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

Teachers’ First Language Use in Second Language Learning Classroom Context: A Questionnaire-based Study

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

The effects of instructor language choice on second language vocabulary learning and listening comprehension

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