An analysis of the teachers' use of L1 in Turkish EFL classrooms

By Pınar Salı. 2014

100 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/68a3bd5e2ce2f2036b367d5fd3c4e9fc982ba31c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Macaro
2. Li-feng Chu
3. Lili Tian
4. Fatma Yuvayapan
5. N. Kelly
6. Jennifer Bruen
7. S. Graham
8. Karen E. Roehr

In Language and Linguistics

1. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Fatma Yuvayapan
5. N. Kelly
6. Jennifer Bruen
7. Y. Lo
8. S. Graham

In Literature and Literary Theory

1. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Fatma Yuvayapan
5. Y. Lo
6. S. Graham
7. Karen E. Roehr
8. N. Kelly

Citations in the corpus

• Translanguaging in EFL classrooms: Teachers’ perceptions and practices (2019, background): “Sali (2014) examined the functions of L1 in English classes in a secondary school.”
• First and second language use in English medium instruction contexts (2018, methodology): “The functions of L1 use (e.g. De la Campa & Nassaji, 2009; Jafari & Shokrpour, 2013; Raschka et al, 2009; Sali, 2014; Ustunel & Seedhouse, 2005).”