Task-modality and L1 use in EFL oral interaction

Abstract

This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner–learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners’ attention to meaning and tasks that also incorporate a written component drawing attention more to formal linguistic aspects. Research has also shown that a balanced L1 use might be positive in learner–learner interaction, as it helps learners maintain their interest in the task and acts as a strategy to make difficult tasks more manageable. This article analyses L1 use and the functions it served during the oral interaction of 44 EFL Spanish learners while they completed four collaborative tasks: two speaking tasks (picture placement and picture differences) and two speaking+writing tasks (dictogloss and text editing). Findings point to a clear impact of task-modality on L1 use, as speaking+writing tasks made learners fall back on their L1 more frequently. L1 functions were also task dependent with grammar deliberations more frequent in speaking+writing tasks and vocabulary searches in speaking tasks.

Task repetition effects on L1 use in EFL child task-based interaction

“…In line with our hypothesis, and previous studies focusing on L1 use by adults (Azkarai & García Mayo, 2015;Storch & Aldosari, 2010;Swain & Lapkin, 2000), these children Notes. ETR = exact task repetition; PTR = procedural task repetition.…”

“…These studies have shown that, overall, EFL learners do not make an excessive use of their L1 (under 20% in García Mayo, 2015, andin Storch &Aldosari, 2010). With regard to the functions the L1 serves, research in EFL settings has shown that learners employ their L1 mainly with a metacognitive function, for metatalk, phatics -expressions such as 'mmm, yeah, ok' -and for vocabulary searches, although these functions might vary depending on the task that learners are carrying out (see Alegría de la Colina & García Mayo, 2009;Azkarai & García Mayo, 2015;Storch & Aldosari, 2010). The different functions the L1 serves help learners clarify different aspects of task procedure, keep interest in the task and formulate their goals (Alley, 2005;Antón & DiCamilla, 1998;Brooks & Donato, 1994).…”

“…These children will not make an excessive use of their L1 (Azkarai & García Mayo, 2015;Storch & Aldosari, 2010;Swain & Lapkin, 2000). The L1 will serve different purposes and will help them move the task along.…”

“…Luis is looking for the English word for 'grass' and asks Isabel how to say it in English (appeal for help). She replies that she does not know, and then Luis uses the Spanish word for 'grass', which we have coded as a borrowing (Muñoz, 2007) as the child uses his L1 to replace a word in English: Phatics are words that express sociability ('yeah', 'ok', 'so') rather than specific meaning (Azkarai & García Mayo, 2015). Consider example 5, where David uses his L1 to ask Mateo how to say 'vest' in English.…”

“…However, sometimes L2 teachers in foreign language settings are reluctant to let their students work in pairs or small groups because they feel they are going to make use of their shared first language (L1) (Tognini & Oliver, 2012). Although a balanced use of the L1, that is, one in which the teacher strategically uses it to facilitate interaction in the classroom, has been shown to have positive effects for subsequent L2 learning (Alegría de la Colina & García Mayo, 2009;Azkarai & García Mayo, 2015;DiCamilla & Antón, 2012;Scott & de la Fuente, 2008;Storch & Aldosari, 2010;Swain & Lapkin, 2000;Tognini & Oliver, 2012), most studies that have explored what role the L1 plays have mainly focused on adult populations, and research with children is notably scarce (Butler, 2015;Shintani, 2012Shintani, , 2014Tognini & Oliver, 2012). Research on child interaction in English as a second language (ESL) was limited until pioneering work by Oliver (1995Oliver ( , 1998.…”