STUDENT USE OF THE MOTHER TONGUE IN THE TASK-BASED CLASSROOM

By D. Carless. 2007

225 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/29b4c2a112104f51953312002c58c7e82d90bc15

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Citations in the corpus

First language and target language in the foreign language classroom (2009, background): “…a major challenge, since studies have consistently found that students resort to their L1 as soon as they can and rarely initiate TL exchanges themselves (see e.g. Meiring & Norman 2002; Carless 2008; also Crichton 2009 on how the teacher’s appropriate use of the TL may encourage student use).”
English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “By conducting a series of classroom observations and interviews with teachers, Carless (2004b, 2008) and Deng & Carless (2009, 2010) revealed that many activities introduced E N G L I S H A M O N G Y O U N G L E A R N E R S I N E A S T A S I A 325 in primary schools in Hong Kong and Guangdong were…”
Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “In order to arrive at some notion of optimal L1 use, it seems essential that research provide a body of findings that document the effects of L1 use on L2 learning, a gap in the research literature we are not alone in identifying (see Carless, 2008; Ferguson, 2003, 2009; Levine, 2003).”
Pairing learners in pair work activity (2013, background): “However, one of the concerns teachers may have about the use of pair work, particularly in foreign language (FL) classes where learners share a first language (L1), is that learners may use their L1 rather than the L2 in their pair work (Carless, 2008). A small number of studies investigating the us”
Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices (2019, methodology): “…that students’ linguistic resources have tremendous pedagogical, psychological and cognitive functions in foreign language classrooms, if used in a judicious manner (Turnbull 2001; Turnbull and Arnett 2002; Carless 2008; Turnbull and Dailey-O’Cain 2009; Lee and Macaro 2013; Moore 2013; Lin 2015).”
Learners’ use of first language (Arabic) in pair work in an EFL class (2010, methodology): “Recent research (e.g. Orland-Barak & Yinon, 2005; Carless, 2008), however, has shown that teachers (novice and experienced teachers as well as teacher trainers) view the use of L1 in the L2 classroom more positively, seeing some use of the L1 as a constructive tool in teaching and class management.”
The bilingual reform: a paradigm shift in foreign language teaching (2014, unknown): “Carless (2007) takes student use of the MT as a ‘perennial challenge in the school foreign language classroom’ (331).”
Own-language use in language teaching and learning (2012, background): “…2010; Littlewood & Yu 2011); Cyprus (Copland & Neokleous 2011); Finland (Nikula 2007); Germany (Butzkamm 1998); Hong Kong (Pennington 1995; Lin 1996; Carless 2002, 2004, 2008; Littlewood & Yu 2011); Hungary (Harbord 1992; Nagy & Robertson 2009); Italy (Moore 2002); Japan (Hobbs, Matsuo & Payne…”
The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region (2011, background): “In Hong Kong, several case studies have revealed a number of key components for the potential adaptation of TBLT based on teachers’ experiences and insights (e.g., Carless, 2007, 2008, 2009; Luk, 2009; Tinker Sachs, 2007, 2009).”